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In focus...

EFMD Global Focus | Volume 02 | Issue 02 2008

Volume 02 | Issue 02 2008

In focus Management education and development – where it stands today and the future challenges it faces – is the key subject of this issue of Global Focus, reflecting the theme of EFMD’s Annual Conference in Oslo, Norway, on 8–10 June.

Prof Eric Cornuel, Director General and CEO of EFMD, sets the stage with the first part of a two-part article on page 24, outlining the changes that have affected European management development institutions in recent years and identifying some of their problems. His suggestions for some solutions will appear in the second part in the next issue.

In another article, Prof Andrew Pettigrew, renowned strategy guru and Dean of the University of Bath School of Management in the UK and Vice-President of EFMD, tackles (page 8) the often difficult issue of academic research into management.

How can we make it relevant to practitioners yet retain an independent and scholarly approach?

A first step, he believes, is for management researchers to meet the issue head-on and accept that they must attempt to combine both scholarly and practical research work – to confront what he calls the “double hurdle”. One key way of doing this is to work closely with practitioners, involving them in the “co-production” of research.

While management development has been established in America for a hundred years and in Europe for about half that time, it is a relatively new phenomenon in the former states of communist Eastern Europe.

Yet, remarkably enough, this year the Central and East European Management Development Association (CEEMAN), with170 members from 42 countries, is already celebrating its 15th anniversary. In an interview on page 34, CEEMAN President Danica Purg (who is also founding and current President of the IEDCBled School of Management in Slovenia, which was founded in1986 as one of the first management schools in the region) discusses the implications.

If management development is only a relatively new arrival in Eastern Europe, it has an even shorter history in China. In our cover story (page 14) Rolf D Cremer, Dean of the China Europe International Business School (CEIBS) in Shanghai for the past four years, argues that over the next decade China’s business schools will become part of the global elite and bring with them intriguing thought leadership in management development and research based on a specific Chinese approach.

Business schools and management development institutions around the world are being put on notice that changing times, business, students, politicians, Eastern Europe and Asia are presenting them with crucial challenges to which they must find a response.

www.efmd.org/globalfocus

Volume 02 | Issue 02 2008

Contents Global Focus The EFMD Business Magazine

1 In focus

Executive Editor

4 Talking shop Welingkar Institute hosts GRLI EQUIS announces three new accreditations PRME endorsed by over 100 schools EABIS 7th Annual Colloquium EPAS in figures

Matthew Wood matthew.wood@efmd.org Advisory Board

Eric Cornuel, Jim Herbolich, Howard Thomas Consultant Editor

George Bickerstaffe bickerstaffe@btinternet.com Contributing Editors

Andrea Benocci, Guillermo Cisneros, Thomas M Cooney, Eric Cornuel, Stuart Crainer, Rolf D Cremer, Marilyn Durkin, Stefano Gatti, Ulrich Hommel, Judith Kamm, Dan LeClair, Anthony Newell, Andrew Pettigrew, Guy Pfeffermann Design & Art Direction

Jebens Design www.jebensdesign.co.uk Photographs & Illustrations

Jebens Design Ltd / EFMD unless otherwise stated ©

Editorial & Advertising

Matthew Wood matthew.wood@efmd.org Telephone: +32 2 629 0810 EFMD aisbl Rue Gachard 88 – Box 3 1050 Brussels, Belgium www.efmd.org/globalfocus ©

EFMD

8 ‘Scholarly impact’ and the co-production hypothesis How can we make academic research into management more relevant to practitioners? Andrew Pettigrew has some suggestions 14 China: management education in transition Management education in China will ultimately lift the country to a more prominent position on the academic world stage. Rolf D Cremer says the challenge will be in how best to respond and adapt 20 Into Africa Guy Pfeffermann explains why business schools are key to achieving development goals in Africa and why they are starting to take a growing interest in the continent 24 European management education: quo vadis?

In the first of a two-part series Eric Cornuel looks at the changes that have impacted European management education and their effect on European academic institutions and their stakeholders 28 LINK EFMD’s learning programme for management development and organisational development professionals 30 Reflections on the GFME Report Dan LeClair ponders the second report from the Global Foundation for Management Education 34 The best is not just the West This year the Central and East European Management Development Association celebrates its 15th anniversary. CEEMAN President Danica Purg talks to George Bickerstaffe

Contents

14

EFMD Global Focus | Volume 02 | Issue 02 2008

38 How CSR can help management development Corporate Social Responsibility is a critical element in any global business and, says Guillermo Cisneros, it can also play a key part in developing managers 40 No quality without rigour Ulrich Hommel argues that analysis of EPAS experience so far suggests that professional master programmes may be failing to provide sufficient academic rigour

20

44 Guerrilla tactics in the war against hyper-competition Strategy guru Richard D’Aveni uses military strategy to illustrate how businesses can cope in a hyper-competitive world. He explains his ideas to Stuart Crainer 48 Whatever the medium, it’s the message that counts Anthony Newell explains how business schools and other educational institutions can make sure that their message gets across 52 Text books for nothing and knowledge for free The Global Text Project is an initiative to deliver free textbooks to university students via the Internet. George Bickerstaffe tells its story

34

56 Helping business educators become better teachers Andrea Benocci and Stefano Gatti gather inputs from participants at this years International Teachers Programme at SDA Bocconi School of Management 58 How to make programme innovation work Marilyn Durkin and Judith Kamm describe how a major review of an undergraduate business programme was successfully undertaken 62 New vision for EFMD Entrepreneurship Network Thomas M Cooney describes how response to members’ needs is making the Entrepreneurship Network an even more useful resource

How business schools are playing a pivotal role in Africa’s development page 20

www.efmd.org/globalfocus

News and events in brief from the business world

Talking shop EQUIS announces three new accreditations EFMD is delighted to congratulate and welcome three new schools into the EQUIS community.

Faculty of Business Administration, Université Laval, Canada School of Economics and Management, Tsinghua University, China

Welingkar Institute hosts GRLI The 5th General Assembly of the Globally Responsible Leadership Initiative (GRLI) – took place in Mumbai, India, from 7-11 April, hosted by Welingkar Institute of Management Development and Research.

Welingkar offered GRLI partners the opportunity to spend time with the Indian business community in small groups and peer-to-peer meetings. Forty senior executives representing companies including Deloitte, Birla, HDFC Bank and Tata interacted with the GRLI participants on the subject of responsible leadership.

The group also exchanged views with leading journalists. Kumar Ketkar, chief editor of one of the leading Indian newspapers, identified some of the critical ingredients of cultural, political and social forces that have shaped and are shaping the country, leading to questions on the nature and challenges of global responsibility. A very open exchange of perspectives was offered.

Welingkar also organised a fascinating opportunity for GRLI participants to engage at local level – direct interaction on the subject of Globally Responsible Leadership with over 400 teachers from municipal schools catering to the economically and socially weaker strata of society. Individual GRLI members shared their own experiences with groups of primary school teachers and suggested practices these local schools could undertake, while at the same time learning about their day-to-day challenges.

MBA students from Welingkar were engaged throughout the event and allowed continuous firsthand exchanges with these talented future leaders.

IESA - Instituto de Estudios Superiores de Administración, Venezuela This takes the number of accredited schools to 110 with 32 countries being represented. More information is available on EQUIS via: www.efmd.org/equis

At the assembly, substantial time was devoted to partners and partnerships presenting their successes, challenges and collaborative work in the three key work areas of the GRLI – Reframing the Purpose of Management Education, The Corporation of the 21st century and Managing Cultural Change in Organisations. The specific actions can all be accessed through the relevant section on the website www.grli.org.

A session dedicated to corporate challenges and experiences enabled partners to share their thinking and engage in mutual learning regarding specific business challenges and the partnerships between schools and businesses.

GRLI is a global network of professionals from business and academia, initiated by EFMD and the UN Global Compact. It is continuously expanding its impact and is progressing both on delivering value for its partners, ie value added within the group, and answering to external responsibilities and expectations of being a global forerunner and a leading force regarding the development of globally responsible leaders.

GRLI is a co-convenor of – and together with EFMD fully engaged in – the further development of the UN Global Compact and the Principles of Responsible Management Education.

2008 EFMD Case Writing Competition Awards of €2,000 will be made for cases in 10 different categories including two new categories this year: Indian Management Issues and Opportunities; and African Business Cases.

More information is available via: www.efmd.org/casecompetition

EFMD Global Focus | Volume 02 | Issue 02 2008

Talking shop

The PRME initiative has reached a critical milestone of 100 signatories. This will enable the initiative to embed the sustainability agenda in the training of future business leaders Manuel Escudero, Head of Academic Initiatives at the UN Global Compact

Principles for Responsible Management Education now endorsed by over 100 business schools The Principles for Responsible Management Education (PRME), a UN-backed global initiative developed to promote corporate responsibility and sustainability in business education, has now been endorsed by more than 100 business schools and universities around the world.

Institutions participating in the initiative, which was launched under the patronage of UN Secretary-General Ban Ki-moon in July 2007, make a commitment to align their mission and strategy, as well as their core competencies in education, research and thought leadership, with UN values embodied by the six PRME principles.

Actions encouraged under the initiative’s framework include curriculum development around the corporate responsibility agenda and research in support of sustainable management systems as well as public advocacy and opinion leadership to advance responsible business practices.

“Thanks to the joint outreach by all partners, the PRME initiative has reached this critical milestone of 100 signatories,” says Manuel Escudero, Head of Academic Initiatives at the UN Global Compact, which is one of the initiative’s co-conveners. Speaking on behalf of the PRME steering committee, Dr Escudero stressed that “this will enable the initiative to bring good efforts to scale and truly embed the sustainability agenda in the training of future business leaders”.

EABIS 7th Annual Colloquium

Following its early outreach and awareness-raising efforts, the initiative is currently establishing several participant working groups to facilitate implementation of the principles and identify best practices. In addition, a Global Forum for Responsible Management Education will be convened on 1-2 December 2008 at UN Headquarters in New York. The event will present a first opportunity to take stock of the PRME initiative so far, to exchange experiences and forge a closer link between the UN’s mission and the work of business schools.

The European Academy of Business in Society’s (EABIS) 7th Annual Colloquium The PRME Steering Committee includes the UN Global Compact, the Association to Advance will take place on 11-12 September 2008, Collegiate Schools of Business (AACSB International), the European Foundation for Management Development (EFMD), the Aspen Institute’s Business and Society Program, the European Academy hosted by Cranfield University School for Business in Society (EABIS), the Globally Responsible Leadership Initiative (GRLI), the Graduate of Management in the UK. Management Admission Council (GMAC), and Net Impact.

The 2008 Colloquium will take as its For more information about the PRME, including a full list of signatory schools and organisations, please visit theme: “Corporate Responsibility www.unprme.org and Sustainability: Leadership and Organisational Change”. Specifically, the conference will examine the vital EFMD challenges of embedding corporate responsibility and sustainability into the DNA of the firm (structures, cultures, systems, processes and competencies); STMicroelectonics Corporate the implied organisational change, University has successfully gone innovation or even transformation through the Corporate Learning this takes; and the required leadership Improvement Process (CLIP) and for making this happen. received five-year full accreditation.

STMicroelectronics Corporate University awarded CLIP Accreditation

For more details on how to attend please visit: www.eabis2008.info

More information is available on CLIP via www.efmd.org/clip

www.efmd.org/globalfocus

News and events in brief from the business world

Talking shop

18 7 60

IMAGES COURTESY: LONDON BUSINESS SCHOOL

EPAS in figures Twenty-one programmes from 18 different institutions in 11 countries have been accredited EFMD programme accreditation system (EPAS) so far. Another 22 programmes, from 17 institutions in 12 countries, have obtained eligibility status.

Seven Peer Review Visits have been completed since November 2007 with two more scheduled for summer 2008.

We are expecting applications for eligibility from six institutions for seven programmes to be considered at the next meeting of the EPAS Committeein June 2008. It is also expected that at least eight further institutions will submit their eligibility applications for eight programmes in time for the September meeting.

By the autumn, we should have nearly 60 programmes in the EPAS system (either accredited or eligible). Considering all accredited programmes as well as active prospects, EPAS market coverage currently extends to 34 institutions and 42 programmes in 19 countries.

The World’s First International Business School Deans’ Programme The Association of Business Schools (ABS), in partnership with the European Foundation for Management Development (EFMD), has successfully launched the very first International Deans’ Programme (IDP). The IDP comprises three modules of 2-3 days each in different countries. The sessions focus on high level strategic discussions, benchmarking and new developments in the global business and management education field. A cohort of 22 business school deans from Europe, the Middle East, North and South America visited IMD (the International Institute for Management Development in Lausanne) last December.

Professor Huw Morris, Dean and Pro-Vic- Chancellor at Manchester Metropolitan University Business School, is on the first cohort and said: ‘This is a great networking opportunity. At Lausanne we had very fruitful discussions with the President Peter Lorange who is one of the world’s most experienced and successful deans. It is a great opportunity to hear from leading international speakers who are at the forefront of business and management education – and also great that we can forge our own international links and networks’.

Prof. Torben Moller, Dean, AVT Institute of Executive Education, Copenhagen, Denmark added: “Globalisation, and the greening of business schools, requires cooperation on all levels of business education. It is highly commendable of ABS and EFMD to have created a programme that gives Deans from many countries the opportunity to learn from each other and from Deans of top schools. I have already made contacts that will help me greatly in my work.”

Last month the IDP delegates visited five Boston universities during Harvard Business School’s centennial celebrations and they finish the programme in Lisbon in June hosted by the Faculdade de Economia da Universidade Nova de Lisboa.

Six new EPAS accreditations announced Burgundy School of Business, Groupe ESC Dijon Bourgogne Grande Ecole Programme (3 years) CFVG – Centre Franco-Vietnamien de Formation à la Gestion MBA Programme (3 years) ESC Rennes School of Business Grande Ecole Programme (5 years) IAE Lyon – Institut d’Administration des Entreprises, Université Jean Moulin Lyon 3 M.Sc. International Management (3 years) IAE Toulouse: Graduate School of Management Master in International Management (3 years) St. Petersburg State University: Graduate School of Management Bachelor of Management (3 years)

The second IDP cohort (see right) starts in December at Petrobras, the huge Brazilian oil company’s corporate university in Rio de Janeiro, moves on to visit IE - Instituto de Empresa Business School, a highly successful School More information is available on EPAS in Madrid, and then finishes at IEDC, the Bled School of Management, Slovenia’s jewel of executive education. via www.efmd.org/epas

EFMD Global Focus | Volume 02 | Issue 02 2008

International Deans’ Programme (IDP) In association with EFMD and the ABS A fabulous networking opportunity to collaborate internationally The role of a business school dean has become increasingly pressured and challenging in a highly competitive global environment. This programme is aimed at recently appointed deans/directors of business schools which are members of ABS and/or EFMD. It enables a group of up to 20 international deans to visit business schools in three countries, gaining a unique overview of strategy, operations, structures and future markets in business and management education.

The three compulsory modules comprise study visits to: Module 1 – Rio de Janeiro 3–5 December 2008, by Petrobras University, led by Walter L. Brito dos Santos Module 2 – Madrid 1-2 April 2009, hosted by IE – Instituto de Empresa Business School, led by Prof. Gonzalo Garland Module 3 – Bled 22-23 June 2009, hosted IEDC – Bled School of Management, led by Prof. Danica Purg.

Costs 14500 for members of EFMD and/or ABS 15000 for non members of EFMD and ABS Excluding accommodation and flights

EFMD

For expressions of interest, please contact Virginie Heredia-Rosa, EFMD virginie.heredia-rosa@efmd.org Julie Davies, ABS jdavies@the-abs.org.uk

www.efmd.org/globalfocus

How can we make academic research into management more relevant to practitioners? Andrew Pettigrew has some suggestions.

‘Scholarly impact’ and the co-production hypothesis T

here is, to say the least, some scepticism throughout the management community about the impact of management research – who listens, who notices, what consequences does it have? This is something that scholars and also potential users of management research are increasingly concerned about.

There are a number of hypotheses one can make about how this situation can be improved; how research into management issues can be both of a high scholarly quality and of real use to practitioners. In other words, how do we give management research “scholarly impact”?

The first hypothesis is that scholars in the area should have the aspiration to do both scholarly and practical research work – to tackle the “double hurdle”.

The second concerns the quality of relationships held by the academics and the ability sometimes to work through “knowledge brokers”, or intermediaries.

Third is the quality of ideas.

Finally, the key hypothesis concerns the co-production of research by scholars and practitioners.

The ‘double hurdle’ Research into management often seems to be a dichotomy – you either have an impact on scholarship or you have an impact on the worlds of policy and practice. But rather, we should aspire to meet a double hurdle, where we seek to do work that has both a quality of scholarship and a practical impact.

The current reality of course is that people diverge and define themselves either as a scholar, spending all their time writing articles and books and others who define themselves as an applied researcher or consultant and don’t worry too much about where their work is published but much more concerned about who they can influence in the “real” world.

It’s rare to find people who aspire to produce work of the highest scholarly quality and deal with practical issues at the same time. Our aim should be to encourage people to aspire to this.

It will involve a cultural change that will shift people’s focus from publishing output, writing articles and books – which to me is an intermediate good – to the final good, which is having scholarly and practical impact. At lot of the incentive systems in academia have unwittingly focused people on the intermediate good.

This is not to decry the value of published research but somehow we have to turn people’s gaze from this intermediate good to the final good. And that will not be easy.

Relationships Another issue is the problem of engaging with potential users of research. The one thing we know about user engagement is that very often it depends on how particular issues are regarded at the time by potential users – are these issues rising or falling in their list of priorities?

Often, too, they become interested in something because they know, or have heard of, the academic involved. It’s really about brands. For example, Michael Porter is a “brand” and

Schloarly imapct and the co-production hypothesis by Andrew Pettigrew

EFMD Global Focus | Volume 02 | Issue 02 2008

IMAGES COURTESY: SCHOOL OF MANAGEMENT, UNIVERSITY OF BATH

10 www.efmd.org/globalfocus

therefore what he says is likely to generate interest and to be accepted as authentic. The same is true of certain research centres and other institutions that have gained general public acclaim. The Centre for Economic Performance at the London School of Economics, for example, can be characterised as such a brand, as can the respected Institute for Fiscal Studies, also in the UK. And it is because they are so influenced by branding, by the reputation of individual academics or of the centres where they work, that potential users of research can be fickle.

If the director of an institution changes, something goes with him or her. Some users may walk away because their allegiance was to that person.

So user receptivity is unpredictable and person-dependent.

It’s built on relationships.

It’s also dependent on context and timing.

As an academic you can come forward with some really great concept or idea – let’s say it’s about technological change and find that there’s absolutely no interest in it whatsoever.

Three years later something has stirred up the political nest and everybody is fixated with technological change.

This means that academics have to be visible over the long term. They have to have sustainable long-term relationships.

But if you want your work to have impact then you must be a networker. You’ve not only got to have relationships but you also have to know how to sustain them and how to exploit them.

And these networks must be global. One of the problems I see at the moment It is because potential users of is that too many research are so influenced by European academics are becoming rather branding, by the reputation of individual self-concerned with academics or of the centres where their own academic they work, that they are so fickle institutions. This is fine. But if it is at the expense of neglecting North American institutions then it is a mistake. Networks must be global and building networks in North America is particularly important to this.

These networks should also extend to the corporate world.

If you are an expert in, say, the financial services industry you need to know chief executives, senior people, strategy people in the big banks.

It also means having networks inside government, knowing What I think this means for younger scholars is that they not senior civil servants, consulting firms, think tanks, even only have to develop intellectual capital as they build up their journalists, who often act as translators and amplifiers work they also have to develop social capital. of academic work in the management field. The fact that someone writes about your work in the Financial Times Some of them may know that intuitively but my feeling make people interested. is that they don’t go out and deliberately build networks.

Schloarly imapct and the co-production hypothesis by Andrew Pettigrew

The quality of ideas Another issue is the belief that some people have is that dissemination is impact – “if only I could write better or talk like Tony Blair, then there wouldn’t be a problem.

We are such dreadful communicators but if only I could disseminate better then there wouldn’t be a problem”.

To me that is fantasy and trivialises the problem. I’m not denying the importance of dissemination or skill in writing or talking because we are in the influence business and people influence through the written and spoken word. But no matter how good a communicator you are, if you ask the wrong questions and pose them in the wrong areas then no amount of accessible or skilful communication will produce any sort of impact.

Dissemination is not impact. You can’t guarantee impact just by writing well or talking well. You have to ask the right questions, pursue the right themes at the right time. Accessibility on its own is not enough. There is a dissemination issue but not just a dissemination issue.

Co-production This leads on to the key hypothesis of co-production.

I can sit here and work on my own or with other academics and that’s fine. But if I go out and say I want to work with McKinsey or PwC or whoever on this, that doesn’t mean setting up an advisory group so that they come here and give me advice.

Co-production means the involvement of partners throughout the complete cycle of research. First, it involves the scoping and direction of a research project; second, the commissioning of research; third, the leading and managing of research; and fourth, the delivering of the research results and ensuring their impact.

The hypothesis here is that early and continuous engagement increase the probability of impact. There is no set model for co-production and it is encouraging that many scholars are now willing to experiment with various forms of engagement to see which works most effectively.

Of course, the complete antithesis to co-production is what one might call “smash and grab” research, which, amazingly enough, is still going on. Smash and grab research involves a highly unilateral state of affairs where a scholar can gain access

No matter how good a communicator you are, if you ask the wrong questions and pose them in the wrong areas then no amount of accessible or skilful communication will produce any sort of impact

11 EFMD Global Focus | Volume 02 | Issue 02 2008

12 www.efmd.org/globalfocus

to an organisation, go and grab the information and data, and then write it all up in scholarly isolation.

Not only is this unfair to the organisation it is also unfair to other scholars who may come along later and be refused access to the same organisation because of the poor behaviour of their predecessors.

Again, my hypothesis is that co-production, this involvement in the whole research cycle from the inception to the dissemination, increases the probability of impact. You can’t guarantee it, of course, but you increase the probability of impact. And I want people to experiment in this co-production of knowledge.

Co-production depends on relationships. You can’t do it if you don’t get out beyond the boundaries of the university and meet people, engage with them, talk to them and develop good personal relationships so that they say “well I don’t mind working with this guy, it sounds OK, we might get something good out of it”. To me it’s fundamentally about relationships building and also about a willingness to experiment.

person to the process. And they are also much more likely to co-fund if they co-produce. Now of course this has been going on for years in areas such as engineering; it’s nothing new, it’s not some great invention.

Of course, this may be seen by some academic as very close to a form of consulting, as not “pure” research but “getting into bed with the devil” and becoming an applied researcher.

But it need not be. Academics can fashion and shape the work so that all the interests of the various parties are met without compromising the important academic values of independence.

It is perfectly possible for scholars to manage the duality of high involvement with users and high independence from those same users. In doing double hurdle research it is important that we maintain the capacity for iconoclasm and challenge.

My own experience of working with people in business is that they are interested in ideas and concepts in their own right and that they are quite willing to be challenged with important ideas on important subjects.

The corporate world is much more open to this kind of thing than you might imagine. But again it’s often very personspecific. You can go to x number of people in a big company and most will be indifferent but you will find some people who see the value in it.

They see the value because they are going to learn from direct engagement with the scholar and be capturing the findings earlier, not waiting to read a great academic tome three years down the track. If you’re working as a team then you are capturing the value as the value is being created rather than waiting for it to materialise.

Other things you can do if you are engaged like this is to help shape the project – and that increases the commitment of the

ABOUT THE AUTHOR

Andrew Pettigrew is Dean of the University of Bath School of Management in the UK, Vice-President of EFMD and a noted researcher into the human, political, and social aspects of organisational strategy.

The 2008 Emerald / EFMD Outstanding Doctoral Research Awards

13 EFMD Global Focus | Volume 02 | Issue 02 2008

The 2008 Emerald / EFMD

Outstanding Doctoral Research Awards International recognition and cash awards for the best doctoral research Emerald Group Publishing Limited, publisher of the largest collection of international business and management journals, and the European Foundation for Management Development (EFMD), a global membership organisation with more than 650 institutional members from academia, business and public services, seek to celebrate excellence in research by sponsoring the 2008 Emerald/EFMD Outstanding Doctoral Research Awards. Award-winning entries will receive a cash prize of ¤1,500 (or currency equivalent), a certificate and an offer of publication in the sponsoring journal, as a full paper, or as an executive summary/research note, at the discretion of the Editor(s). Eleven prizes will be awarded to the winners of the categorieslisted to the right.

For full information (including eligibility, submission requirements and judging criteria) visit: www.emeraldinsight.com/awards

Sponsors: Subject area / Sponsoring Journal / Editor(s) Marketing Strategy European Journal of Marketing Gordon Greenley and Nick Lee Leadership and Organisation Development Leadership & Organisation Development Journal Marie McHugh Operations and Production Management International Journal of Operations & Production Management Andrew Taylor and Margaret Webster Quality Management The TQM Journal Alex Douglas Knowledge Management Journal of Knowledge Management Rory L. Chase Interdisciplinary Accounting Research Accounting, Auditing & Accountability Journal James E. Guthrie and Lee D. Parker Management and Governance Management Decision John Peters

“On behalf of Emerald & EFMD, we are pleased to pledge our ongoing support for the Awards in 2008, and to contributing to outstanding scholarship in the field of Doctoral research in business and management.”

Logistics and Supply Chain Management International Journal of Physical Distribution & Logistics Management Michael R. Crum and Richard F. Poist Jr

Dr John Peters CEO of Emerald Group Publishing Limited

Human Resource Management Personnel Review John Leopold

Information Science Journal of Documentation David Bawden

Hospitality Management International Journal of Contemporary Hospitality Management Fevzi Okumus

14 www.efmd.org/globalfocus

China: management education in transition

Management education in China is in dramatic transition, entering a new era that will ultimately lift the country to a more prominent position on the academic world stage. For those working in or with China, says Rolf D Cremer, the challenge will be in how best to respond and adapt

F

rom my vantage point in Shanghai, where I have spent almost four years as Dean of the China Europe International Business School (CEIBS), my expectation for the evolution of management education in China over the next five years is straightforward.

I expect three related shifts to take place: First will be the emergence of a handful – four to six – of Chinese business schools as internationally recognised elites, equivalent in their performance and reputation to the world’s leading schools but with an unmistakable focus on China and on China’s impact on the world.

Second will be a growing alignment between the focus of these elite schools and the national and international, economic and business research priorities of China.

Third will be the development of China-based academics as global “thought leaders” in management education and research.

These are the advances to which business schools around the world will have to respond.

China: Management Education in transition by Rolf Cremer

The expectation that Chinese business schools will soon be as highly respected as the leading business schools in Europe and America (such as Harvard and INSEAD) is both necessary and realistic.

Nowhere else in the world, and certainly not on the scale seen in China, do we find such rapid and dynamic economic and social change, constrained by a soft and hard infrastructure that is so inadequate to the needs of a huge emerging market.

It is precisely this gap between China’s potential and its current constraints that creates the need and consequently the demand for management excellence at all levels.

It is precisely this gap between China’s potential and its current constraints that creates the need and consequently the demand for management excellence at all levels

15 EFMD Global Focus | Volume 02 | Issue 02 2008

On the supply side, the sustained rise of China has meant that the interest of international faculty to return to or move to China for work has also risen.

One primary factor will be the creation of a true “market” for international faculty in China. The reality is that faculty take a risk in coming to China; they land here not knowing whether they will like it, whether their family members will like it, whether the China-based students, who are very demanding, will accept them, and whether they can build an academic and social network for themselves.

One should not forget that many of them, originally from China, left the country two decades ago because the conditions here were inadequate

IMAGES COURTESY: CIEBS

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Business education will no longer hinge upon disseminating imported Western knowledge to Chinese students

of China’s management education is that China-based business schools will align their priorities, in both teaching and research, with national priorities. Here, I do not refer to China’s domestic agenda, nor to nationalism or patriotism, but to current business developments in the country.

For example, in October 2007 CEIBS set up a research unit focused on international finance (the CEIBS Lujiazui International Financial Research Centre) in order to support the Chinese government’s aim of promoting Shanghai as for them. Therefore, for the time being at least, international faculty coming to China have limited choices if they want to work for a school with international reputation and standards.

From this perspective of attracting highly-qualified faculty to China, the development of a market for faculty within China will be a blessing. Business schools of international standard will only be sustainable in China when a significant number of faculty are home-grown. This, at present, is plainly not the case, but the process has begun.

Recently, for example, I recruited three junior faculty from Beida and from Tsinghua to CEIBS. They had studied abroad then spent two to three years as assistant professors. They are now taking the next step. This is the how the hiring process should work and this process will become increasingly common.

I fully expect that there will shortly be a lively market for faculty in China, with faculty moving between the leading business schools, just as they do in Europe or America.

CEIBS itself is the prototypical example of both providing modern management education in China and the ability to attract well qualified faculty to make this practically possible.

It is only a question of time until other schools follow CEIBS’ example and emerge as top business schools. I expect, therefore, a number of business schools to rise in prominence not only in China but in Asia generally – especially India and Singapore. (See box, right, for my predictions on which Asian candidates will emerge as top ranked.)

One interesting measure of the evolution of China’s domestic schools will be seen in how international accreditation bodies such as EQUIS and AACSB International handle applications from these schools. I expect that China’s top ten universities will be accredited within the next five years. The ultimate winner of this development will be the economy of China and its society at large through the overall impact of strengthening business education in China.

The second significant trend that will drive the development

a centre of international finance. Similar initiatives at CEIBS relate to supply chain management, to health care policy and management, sustainable business/CSR and to entrepreneurship.

This is new. In the past, management education in China has not been closely aligned with national agendas. One key reason has been the lack of home-grown faculty mentioned above. In China-based business schools, highly qualified faculty come from America and the European Union. Their disciplinary loyalty and networks are therefore often “back home”. They seek feedback from their American or EU peers and that requires writing on topics covered in key academic journals in America and Europe.

Nowhere in China is this more evident than in Shanghai.

Shanghai is now recognised as one of the world’s most important business centres. The city will continue rising in influence in the coming years and other Chinese mega-cities will also emerge.

The rising importance of China’s business centres now makes it possible for international faculty to commit themselves to

China: Management Education in transition by Rolf Cremer

17 EFMD Global Focus | Volume 02 | Issue 02 2008

China and to focus their research on domestic issues.

Between the mid-1980s and 2000, China basically imported Obviously, this is not only visible in the developments in China- knowledge – technology, best practice, know-how, science – based business schools. Clearly, leading international business from the West. Foreign faculty simply taught in China what they taught at home. While this approach was necessary schools, for example Harvard, are increasingly active in China, enhancing through China-based research the creation in the initial period, and still has a role to play, this teaching method is not cutting- edge. It is therefore not the vision of of intellectual capital. a leading business school such as CEIBS – neither in terms The third trend impacting the international management of what China’s future leaders need to learn, nor in terms of what education field will be the emergence of Chinese academics China-based faculty can and must contribute to management as global thought leaders. education worldwide.

CEIBS faculty now includes 50 faculty who are “on the ground” in Shanghai, living, working and researching on China. They are increasingly taking their unique expertise on China to the global management education community.

With this shift, the business education model will no longer solely hinge upon disseminating imported Western knowledge and know-how to Chinese students. Instead, the model will focus on how and what the international business community can learn from the success of China’s economy and Chinese businesses.

Other factors will speed the emergence of China’s global thought leaders.

First, as co-operative ventures expand among top schools in China and leading business schools in Europe, global management education will be notably influenced by Asia and especially China.

Elite candidates The business schools and universities in China most likely to form the new elite over the next few years are: China Europe International Business School Tsinghua University School of Economics and Management Peking University Guanghua School of Management; Centre for Economic Research Zhejiang University School of Management Fudan University School of Management Shanghai Jiaotong University School of Management Cheung Kong Graduate School of Business

Second, this trend will trigger schools in China to develop their own research capacities. Elite business schools must be strong in research and must be distinguished by faculty who are capable of leading cutting-edge research. This will create a positive “snowball” effect because, once research capabilities grow, new professors will be attracted by the schools’ research power.

It will be interesting to watch how schools position or reposition themselves in response to the three developments that I have outlined.

As new first-class players emerge in China, others will need to respond by differentiating themselves. In Beijing, business schools such as Tsinghua or Beida will undoubtedly play the “Beijing card” by leveraging their location in the political power centre. In Shanghai, business schools will continue to capitalise on their access to China’s commercial centre and the city’s emergence as a regional financial hub. At CEIBS, in addition to being based primarily in Shanghai, a distinguishing characteristics going forward will be our internationality coupled with our strong European orientation.

IMAGES COURTESY: CIEBS

18 www.efmd.org/globalfocus

It follows that I consider the days of the general, generic foreign business school in China to be numbered, certainly at the middle-level of offering standard programmes.

Of course, leading schools will play an important role in China, like everywhere, leveraging their expertise with their reputation. But “second-tier” business schools in China are operating on borrowed time. The model of flying in faculty from America or Europe to China again and again will prove to be unsustainable because of cost disadvantages and waning faculty motivation.

The development of China’s management education industry is important for the whole world and for the future of globalisation. China must, as fast as possible, develop its own capacity to prepare managers and leaders, competent to operate in an international environment with a high sense of responsibility for pressing social and environmental needs.

5

The number of years in which it is anticipated all of China’s top ten universities will become EQUIS and/or AACSB accredited ABOUT THE AUTHOR

Rolf D. Cremer is Professor of Economics, Dean and Vice President at CEIBS.

19 EFMD Global Focus | Volume 02 | Issue 02 2008

The Shanghai Management Development Week 3 conferences, 1 city, 1 week The Shanghai Management Development Week, sponsored by the European Commission, will take place at CEIBS, Antai College of Economics & Management and Fudan University, School of Management, Shanghai, China during November 2008.

5/ 6 November 2008 EFMD – CEIBS conference Shanghai, China Chinese Companies Going Global – Managerial Challenges & Aspirations Are the global markets ready for these new global players? What are the threats and the opportunities?

What are China’s views on the European economy and how does Europe view the Chinese economy?

How are the differences in organisational cultures and governance perceived by the different markets?

How are these challenges influencing the Management Education and Management Development agendas?

This conference aims at exploring both the challenges for the corporate world, focusing particularly on the managerial challenges, and the impact of challenges on management education and executive development.

The conference is followed by an EQUIS seminar in the afternoon at CEIBS. For further information please contact: delphine.hauspy@efmd.org or visit www.efmd.org In addition to the CEIBS / EFMD conference, EFMD is pleased to cooperate with and to promote the following two conferences that will be taking place also in Shanghai during the same week in November 2008 4 November 2008 Antai College of Economics & Management, Shanghai, China

6/8 November 2008 AAPBS Annual Meeting, Fudan University, School of Management, Shanghai, China

Responsibilities of Business Schools

Annual meeting of the Association of Asia-Pacific Business Schools

20 www.efmd.org/globalfocus

Business schools are key to achieving development goals in Africa and they are starting to take a growing interest in the continent says Guy Pfeffermann

T

his year IT group IBM showcased new business opportunities in Africa, making the continent the focus of its Global Innovation Opportunities initiative. According to the company, “Africa, and its population of over 900 million, has worked its way into the global dialogue on economic opportunity. And while there are still many obstacles to be overcome, Africa is fast becoming a legitimate force in the global economy, thanks in part to an abundance of natural resources, a steadily growing economy, and some long-awaited political stability.”

“I think the climate for business in Africa has never been better than it is right now,” adds Dr Tukur, Chairman of Nigeria-based NEPAD Business Group. “We are witnessing many opportunities for productive long-term investment and public-private partnerships that will facilitate and sustain economic growth and development. Africa is now being taken seriously within the global economic community and it won’t be disappointed.”

Business is waking up to Africa and multinational corporations are moving in. Last year Nairobi, Kenya became the regional HQ for General Electric, Young & Rubicam, Google, Coca Cola and Celtel. Goldman Sachs’ recently launched 10,000 Women initiative (www.10000women.org) focused its initial partnerships in Africa.

21 EFMD Global Focus | Volume 02 | Issue 02 2008

Into Africa by Guy Pfeffermann

Yet many of the world’s leading business schools continue to focus their international activities on the BRIC countries (Brazil, Russia, India and China) and not Africa. While many individual faculty are involved in Africa, only a few leading schools devote institutional resources to the continent.

This is beginning to change. INSEAD’s Africa Initiative is one indication of this recent shift. The purpose is to increase the school’s presence and relevance in Africa, so as to be a catalyst for development in Africa while leveraging the knowledge gained there to promote effective business practices in other regions.

markets, faculty needs to research how business is conducted by local firms. This has given rise to increasing collaboration between faculty of well-established leading business schools and emerging African schools. A new institutional framework has developed in recent years, which facilitates collaboration between these schools.

INSEAD is not alone. Growing interest in Africa reflects a number of factors: the region’s rapid economic growth and the rise of an African private sector and of a middle class, increasing internationalisation of the business school student body, which compels schools to step up their activities in many countries, and increasing awareness of entrepreneurship. One of the major drivers, in recent years, has been students’ growing interest in engaging in developmental activities in emerging markets. The best and brightest will pick a business school that offers such opportunities – and this is equally true for top-ofthe-line company recruitment. Hence the degree of business school engagement in Africa and other developing regions has become an increasingly important competitive offering.

In 2002 the Global Business School Network (GBSN) was created to provide a framework for leading business schools wanting to contribute to capacity building in under-served parts of the world, first and foremost in Sub-Saharan Africa. Currently, faculty from 30 top schools are participating in GBSN Originally housed within the International Finance Corporation, the private sector arm of the World Bank Group, GBSN is now run by the Management Education & Research Consortium (MERC) (www.mercnetworkorg), a non profit organisation based in Washington DC. GBSN members come together every year at an annual meeting hosted by one of the schools.

This gives members a chance to meet with each other as well as representatives from the private sector, government, and civil society to discuss best practices in management education and its role in promoting economic growth and development. This year’s meeting will be held at the United States International University (USIU) in Nairobi on July 9-10.

This interest is embedded in part in the growing attention paid to entrepreneurship and “social entrepreneurship” by major schools. In order to offer world-class courses in emerging

MERC has worked with several business schools across Africa to strengthen their ability to adopt best practice in pedagogy, develop and integrate local business case studies into their

Business is waking up to Africa and multinational corporations are moving in. Last year Nairobi became the regional HQ for General Electric, Young & Rubicam, Google, Coca Cola and Celtel

22 www.efmd.org/globalfocus

30 Schools participating in GBSN BI Norwegian School of Management Chicago Graduate School of Business Columbia Business School Copenhagen Business School Darden Graduate School of Business Administration Fuqua School of Business, Duke University Gordon Institute of Business Science Haas School of Business Harvard Business School HEC Paris School of Management IESE Business School IMD Business School Indian Institute of Management, Ahmedabad INSEAD Kellogg School of Business, Northwestern University Lagos Business School Lahore University of Management Sciences (Pakistan) London Business School MIT Sloan School of Management Ross School of Business, University of Michigan Stanford Graduate School of Business SDA Bocconi Stern School of Business Stockholm School of Economics Tuck School of Business UCLA Anderson School of Management Umea School of Business & Economics University of St Gallen Wharton School Yale School of Management

curricula, and engage in dialogue with the private sector to ensure the supply and demand of management skills are aligned. MERC has a strong partnership with the Association of African Business Schools (AABS), an organisation MERC helped to create.

The Association of African Business Schools (AABS) was established in 2005 (www.aabschools. com) with a mission to promote excellence in business and management education in Africa by supporting graduate business schools through capacity building, collaboration and quality improvement. Headquartered in Johannesburg, AABS has set tough admission criteria and its growing membership is testimony to the rise in high-quality business education in Africa. AABS membership includes business schools in Ghana, Kenya, Nigeria, Senegal, Tanzania and South Africa (see GBSN and AABS schools in the boxes).

well as large corporation such as Kenya Airways and Safaricom. Additionally, mentors worked with ISM, a business school in Dakar, Senegal to create the first 10 case studies based on local firms which will be available in both French and English.

Another GBSN initiative, now run by AABS, called “Teaching the Practice of Management” brings together faculty from many African countries for an intensive, week-long faculty development program co-taught by African and international professors.

The focus is on case teaching and requires that each participating school send a number of professors to ensure a critical mass of faculty at each institution receiving training.

In addition to upgrading teaching methods and materials for traditional business education, African business schools are creating new sector-specific programmes, for example in health. Despite huge amounts of money spent on health care, results One of the weaknesses of business education in fail to match expectations, owing in part to poor Africa has been outdated teaching methods and management. Business schools can play an irrelevant materials, a particular difficulty being the enormously important role in strengthening health scarcity of local teaching cases. Under co-operative systems. In 2007 Nairobi’s Strathmore Business programmes involving faculty from a number of School launched the first Advanced Health GBSN schools, a large number of African faculty Management programmes to be offered in the have, over the past few years, been working on case region. This programme addresses the critical writing and case teaching. shortage of qualified managers in the health sector.

For example, four business schools in Nairobi (USIU, Strathmore, Kenyatta and Jomo Kenyatta University of Agriculture and Technology) have worked with a number of GBSN mentors to produce more than 120 teaching cases based on local company research. They include many micro and small company cases as

Beyond health, local business schools can become powerful tools for national development, training not only businessmen and women but also leaders and managers of non-governmental organisations, education institutions, and the public-sector.

Unlike traditional schools, modern business schools

Into Africa by Guy Pfeffermann

encourage interactive participatory pedagogy, hone problem-solving skills and strengthen key functional proficiency as well as strategic decision making.

23 EFMD Global Focus | Volume 02 | Issue 02 2008

Association of African Business Schools Membership Gordon Institute of Business Science (South Africa)

Some major schools have been stepping up their African activities in order to remain at the leading edge of global competitiveness

Ghana Institute of Management and Public Administration Institut Africain de Management (Senegal) Institut Supérieur de Management (Senegal) Lagos Business School (Nigeria) Obafemi Awolowo University, Ife (Nigeria)

Some major schools have been stepping up their African activities in order to remain at the leading edge of global competitiveness. As noted, Goldman Sachs’s initiative, is harnessing top business schools with MERC’s advice, to enhance the capacity of business schools in Africa and other under-served parts of the world in support of local business and entrepreneurship education for women. Many of its initial academic partnerships involve GBSN and AABS business schools. For example, the William Davidson Institute of the University of Michigan is working with the School of Finance and Banking in Kigali (Rwanda); Columbia Business School is engaging in joint activities with USIU (Kenya) and the University of Dar es Salaam (Tanzania); Brown University is teaming up with the University of Cape Town’s business school; the Wharton School is working closely with the American University Cairo; and Thunderbird School of Global Management is working with the American University of Afghanistan. Other programmes involve Pan African University’s Entrepreneurship Development Services in Lagos, Nigeria; and the Indian School of Business.

Over the next five years, other business schools will be invited to become engaged.

University of Cape Town (South Africa)

In sum, as part of their competitive strategies, leading business schools are becoming increasingly engaged in low-income countries. By engaging in collaborative activities with leaders and faculty of business schools in these countries, they are building capacity and increasing the number of “problem solvers” trained in the practice of management while increasing their own global reach and reputation. This is absolutely key to the success of development efforts as well as the continued success of globally competitive business schools.

Catholic University of Eastern Africa, Kenya (provisional institutional membership)

UNISA Graduate School of Business Leadership (South Africa) University of Dar es Salaam Faculty of Commerce & Management (Tanzania) University of Nairobi School of Business (Kenya) University of Stellenbosch Business School (South Africa) United States International University (Kenya) Strathmore Business School (Kenya) Wits Business School (South Africa) University of Botswana

Turfloop Graduate School of Leadership, South Africa (associate membership) ABOUT THE AUTHOR

Guy Pfeffermann is CEO of Management Education & Research Consortium www.mercnetwork.org

24 www.efmd.org/globalfocus

Quo vadis?

European Management Education: quo vadis? In the first of a two-part series Eric Cornuel looks at the changes that have impacted European higher education, especially in the field of management, and their effect on European academic institutions and their stakeholders, including the European Union, its member states and the world of business

E

uropeâ&#x20AC;&#x2122;s first universities were built nearly 900 years ago. Over those nine centuries universities have played a key role in developing and disseminating academic knowledge and in conveying not only technical but also political, economic and social innovations.

After centuries of great technological and human progress â&#x20AC;&#x201C; but also wars and major crises â&#x20AC;&#x201C; Europe chose to come together, first in 1951 with the ECSC and then in 1957 with the EEC. Initially an economic phenomenon, the union has been increasingly built along political lines. We can hope that a few recent problems are no more than temporary hiccups on the long road towards ever-deeper integration based on a profound respect for national and regional diversity.

25 EFMD Global Focus | Volume 02 | Issue 02 2008

European Management Education: Quo Vadis? by Eric Cornuel

The establishment of shared rules is merely a stepping stone, a means of enabling education in Europe to become more competitive, dynamic and attractive.

Once the rules of the game have been harmonised, the necessary resources will have to be found

– Quality and accreditation – Corporate relations Current trends indicate that 2010 remains a realistic target, with most of Europe’s institutions of higher education being able to function along Bologna lines by that time. A 2007 study by the European University Association showed that 80% of its members are in the process of implementing the new system with a number of private institutions following suit.

This diversity is reflected in the wide variety of management programmes found in Europe. In simple terms these tend to be divided between lengthier programmes found in continental Europe (degrees such as Diplom Kaufmann in Germany, Laurea in Italy, Carrera in Spain, Candidatus in Denmark, Magister in central Europe and so on) and Britain’s and Ireland’s two-stage systems – not to mention the different types of MBAs and “variable-geometry” specialist MA programmes.

This wide choice can also be seen in the extensive range of institutions providing higher education in management whether private (with or without charity status), public or even mixed, as is the case with certain French grandes écoles.

The 1998 Sorbonne agreement, followed in 1999 by the Bologna declaration, initiated a new approach in which it was envisaged that by 2010 a system with two stages (and even three if we include PhD qualifications) would be created in order to: facilitate degree and qualification comparisons; generalise and institutionalise the use of the European Credit Transfer System (ECTS); and reinforce the mobility of learners and teachers or other staff members. The ultimate aim was to create a European higher education space in association with a European research space.

From an initial 29 national signatories, this process now involves 46 countries and subsequent Councils of Ministers in Prague (2001), Berlin (2003), Bergen (2005) and London (2007) have deepened and enriched its initial targets via the following fundamental points: – Institutional autonomy – Graduates’ employability – Institutional funding

However, the establishment of shared rules is merely a stepping stone, a means of enabling education in Europe to become more competitive, dynamic and attractive. Once the rules of the game have been harmonised, the necessary resources will have to be found.

The first truly supranational effort in this direction was undertaken by the Lisbon European Council in March 2000. The idea there was that the EU should have “the world’s most competitive and dynamic knowledge-based economy” by the year 2010.

There is little doubt that Europe is struggling to keep pace, in particular with America, where per capita GDP is higher than the EU. Given recent growth forecasts, the gap between the two regions is likely to grow further still.

In terms of the efforts being made to support higher education the EU invests year in year out about 1% of its GDP towards this end, versus 2.5% in America. This is worrying, since 35% of all Americans enter higher education as opposed to only 22% in Europe. Moreover, America produces 936 scientists for every 100,000 inhabitants against 860 in Europe.

Even more troublesome is the fact that most European stakeholders, especially member states, support the Lisbon initiative verbally yet adopt diametrically opposite policies. Everywhere in Europe, with the notable exception of Scandinavia, we appear to be witnessing a lasting cut in public spending on higher education and research, which can be partially explained by increased pressure from an ageing electorate seeking to preserve and even increase pensions and other social benefits.

Finally, until now there has been no clear common policy or concrete linkage between national and supranational efforts in higher education and research. Yet this is an urgent matter given that the global environment has become increasingly competitive and demanding and thus less pardoning of strategic errors.

26 www.efmd.org/globalfocus

85% The percentage of foreign students at INSEAD compared to Harvard Business School, which has only 33% foreign students and 65% at London Business School Higher education in management has developed rapidly in recent decades, gaining widespread renown and steadily stealing a march, as a subject, on economics in both theoretical and practical terms. Alongside the more traditional degrees, MBAs – in all sizes, shapes and formats (fulltime, part-time, Executive, modular, distance learning) – have broadly established themselves as effective generalist programmes for individuals with some previous professional experience.

meant they would ultimately have earned more.

English has quickly become the language of instruction, enabling an accelerated internationalisation of students and faculty. Systematic EFMD audits conducted under the aegis of EQUIS and EPAS accreditation show that European institutions are often much more international than their North American rivals. Harvard Business School, for example, has only 33% foreign students versus 65% at London Business School and a whopping 85% at INSEAD.

In simple terms, what we are now witnessing is a “scissor” effect. For the past 20 years the demand for training in management has risen steadily across the world yet the flow of future teacher-researchers has largely dried up. More specifically, over the next decade AACSB International estimates that America will be short of nearly 2,000 full-time management professors. Supply and demand means that this is likely to rapidly accelerate the brain drain towards America.

Nevertheless, management teaching in Europe faces a number of major obstacles. The first is a question of critical mass.

Wages have already started to rise. While comparisons are complex, we are able to say that a young assistant professor hired in a good institution will start at around €100,000 annually in America compared with €60,000 in Europe. The difference is considerable, even in the absence of wellknown “team and research budget” considerations.

European institutions are on average four to five times smaller than their US counterparts. INSEAD receives €78m in endowments compared to Harvard’s current total of €4 billion. Although programme differentiation and strategic positioning can offset the influence of size, there is no doubt that European institutions require greater investment. Communications, internationalisation, research, e-learning and integrated ICT are all very expensive.

Yet this situation also highlights the extraordinary responsiveness and professionalism of many European institutions and their staff members, who continue to compete on the global stage despite lesser resources.

The second great problem is the shortfall of teacher-researchers, which many institutions are already suffering in disciplines such as finance, marketing, entrepreneurship and project management.

Both in Europe and America, students with a first degree have often preferred entering the business world rather than continuing their studies for two or three more years, even though doing so might have

In addition, surveys by the American accreditation body AACSB International have shown a decline over the past 10 years in the number of students enrolling in a PhD in management. And the same trend is at work in Europe. Just as serious is the fact that 40% of all American management PhD recipients prefer to work outside academia (in business, the public sector or for international organisations).

The same holds true for disciplines other than management. The Economist has shown that the great majority of the world’s 1,200 leading scientists work in America against only 80 in Britain, 65 in Germany and 30 in France. When all disciplines are combined, 70% of Nobel Prize winners are linked with American universities.

Responding to this challenge is a responsibility not just for Europe but for the whole world since the dearth of teacher-researchers will accelerate the brain drain from developing countries thereby aggravating already flagrant national inequalities.

The third concern resides in the possible imbalance between the current institutional supply of qualified workers and demands from companies and society in general. It would appear that disciplines seeking to empower learners through an integrative and multi-functional approach

74bn Harvard’s current endowment compared to the 178m at INSEAD

27 EFMD Global Focus | Volume 02 | Issue 02 2008

European Management Education: Quo Vadis? by Eric Cornuel

Institutions have done some remarkable work, supported in this by international accreditation systems. EQUIS, in particular, which mainly focuses on corporate and international relations, has been a strong change driver and has undoubtedly brought about an improvement in European management teaching and research

are barely up and running. Learning institutions are often criticised for a lack of focus on (individual and team) human resource management. In a context that has become increasingly international and multicultural, they tend to follow a functional and quantitative approach. Ethics and entrepreneurship also appear neglected.

as a whole.

One study based on numerous in-depth interviews with top managers has corroborated these affirmations. According to the study, graduates, especially from MBA-type courses, are considered overly analytical and functionally specialised, crucially lacking in practical and decisionmaking aptitudes and in the ability to communicate and adapt to an international context. Many of these criticisms are aimed at business schools in North America but Europe has also encountered – and continues to face – similar problems.

– Offering all types of degrees (from BA to PhD) or just some

Institutions have, however, done some remarkable work, supported in this by international accreditation systems. EQUIS, in particular, which mainly focuses on corporate and international relations, has been a strong change driver and has undoubtedly brought about an improvement in European management teaching and research. Changes in French grande école business schools over the past decade are a particularly good illustration of this, with today’s institutions having truly integrated the dimensions mentioned above into their daily regimes.

The Europe of management education is diverse and will certainly remain so. Concretely, the Bologna process will have a different impact on universities that are heavily committed to BA and MA programmes (such as Paris IX Dauphine), focused on the MBA niche (INSEAD or IESE) or achieve nearly 90% of their income via executive education (IMD).

Similarly, the lack of teacher-researchers will have a much greater effect on public institutions, which by their nature are currently limited in terms of their ability to reward faculty members in comparison with organisations that generate significant resources and/or benefit from powerful corporate support. To survive, everyone concerned is going to have to make the fundamental but sometimes painful strategic choice of “optimising” contributions to the business world and to society

1200

The great majority of the world’s 1,200 leading scientists work in America against only 80 in Britain, 65 in Germany and 30 in France

Various academics have highlighted and analysed some of the options facing management education institutions. These include: – Being a generalist or specialist – Being national, European or global in scope – Following an internationalisation model based on imports, exports or networks – Being mainly oriented towards teaching or research (and if so, which kind) It is easy to see that these options are combinable, related and quite often dependent. The responses to them will revolve around clear strategic choices that will generate a very wide range of ambitions, contributions and operational modes. Today more than ever, institutions must select one major orientation. Even if the options above are not mutually exclusive, the shortfall of financial and human resources means that it will be difficult to embark upon more than one path at the same time – a reality check that brings us quite naturally to the issue of the major challenges that institutions already face, starting first and foremost with autonomy and funding. But those are issues for Part 2.

Part 2 of this article will appear in the next edition of Global Focus.

ABOUT THE AUTHOR

Prof Eric Cornuel is CEO and Director General of EFMD.

28 www.efmd.org/globalfocus

EFMD’s learning programme for corporate professionals in management and organisational development

L

INK is the leading European programme focused specifically on the practical needs and challenges of management development and organisational development professionals.

It is uniquely designed to improve professional competence in the design, development, implementation and evaluation of corporate learning. LINK participants who complete the programme successfully are awarded the LINK Certificate from EFMD and may join the LINK network, composed of over 75 previous LINK participants from leading companies and business schools across Europe.

Who is LINK for?

LINK is for recently appointed practitioners in the field of management development and organisational development.

Candidates should meet the following criteria: – Have recently been appointed to a role in the field of management development – Work in an international company – Be responsible for designing and implementing learning programmes Previous participants have included: Director of Human Resources, Manager of Talent & Leadership, Manager of People Development & Organisational Development, Manager of People Development, Training & Management Development Manager, HR Supervisor, Program Manager for Leadership Development, Manager of Executive Promotion Programmes, Manager of Global Executive Development, Leadership and Development Manager

The LINK Programme

LINK provides a unique platform for professionals in the people development space, both during the participation in a programme cycle and going forward in the LINK community. The amount of management and organisational development insights, tools and experiences, as well as the networking opportunities with colleagues from other corporations, consultancies and business schools, provided by the three modules, would have probably taken years to be gained in parallel to your daily work. This network has already started to be beneficial for myself and my organization still during the cycle, and the access to all former LINK participants via the forum will be a very valuable source for the future. Last but not least, the LINK Programme Management has shown its dedication for this initiative and for development throughout the whole cycle.

I can definitely recommend LINK to any development professional who is as passionate about this area as I am.

Jürgen Braun, Director, HR Center of Expertise Development, Regional Manager for Group Technology & Operations + Divisional Functions, EMEA, Deutsche Bank AG, Deutsche Bank AG

LINK is a content- and practice-oriented programme that enables participants to build their understanding of the principles, standards and best practices of management and organisational development.

During LINK, participants put new ideas and approaches to the test. They are also provided with the building blocks to design and implement their organisations’ management development and organisational strategies.

LINK has four degrees of focus: 1 Factors in the business environment that are or will be impacting on corporate strategy 2 How organizations are or should be responding to these factors 3 The implications for executives and the learning function 4 How the learning professional can and should contribute as a change agent

29 EFMD Global Focus | Volume 02 | Issue 02 2008

LINK Cycle 7

RE GIS TE R

The Programme includes: – Three face-to-face modules spread over a sixmonth period (participation in all three modules is mandatory) – A module lasts between three and three-and-ahalf days in length – Two modules take place in Brussels at the EFMD headquarters and the third module in a location agreed by participants – Inter-module work supported by a learning portal with virtual learning courses, discussion groups and bulletins related to the modules.

– A Self-Development Plan through which each participant can identify key development areas on which he or she will focus on during the programme

LINK Presenters: LINK presenters are carefully selected from EFMD’s network of 16,000 leading experts and practitioners in the fields of management and organisational development.

Session leaders are selected on the basis of their professional experience, specialist knowledge, ability to interact with participants, learning expertise and commitment to the profession.

Confirmed speakers for Cycle 7 include: Ashridge, ESADE, Centre for Creative Leadership, IMD, Novo Nordisk A/S, Swiss Re, Allianz, Spirus Applied Learning Solutions AG.

LINK Network: Participants who have completed the programme successfully join the LINK Network, which groups participants from all former LINK cycles and brings the following additional benefits: – Listing in the EFMD membership directory – Invitation to EFMD Corporate Services Workshops – Attendance at the annual LINK Networking Day (including career reviews, experience-sharing opportunities, guest speakers) – Access to the members-only section on the EFMD website, including the on-line Executive Education database.

– A forum discussion group.

– Subscription to the EFMD Global Focus magazine and EFMD E-News.

NO W

The following companies have all taken part in LINK ABN AMRO Bank Allianz AG Alpha Private Bank Auchanhyper Axima Management Services Beiersdorf AG Black & Decker Buhrmann NV Coca-Cola Erfrischungsgetränke AG

LINK Cycle 7 Module I 23-26 November 2008 Brussels The Role of Management Development and Organisational Development

Corporate Executive Board Credit Suisse Business School DaimlerChrysler AG DaimlerChrysler Financial Services AG Deutsche Bank AG DSM Nutritional Products Ltd Enterprise Ireland European Commission

Module II

Heineken International

18-21 January 2009

Janssen Pharmaceutica

Brussels

Job Consulting

Combining Theory with Practice

L’Oréal

Module III

Management Research Group GmbH

22-25 March 2009

Natixis

Site decided by participants

Nordea Bank

Applying Learning

Norsk Hydro ASA Novo Nordisk A/S

LINK Cycle 7 begins in November 2008.

ORMIT

For more information on the LINK programme visit:

Renault SAS

www.efmd.org/link Contact Robin Hartley, The LINK Programme Manager Email robin.hartley@efmd.org Telephone +32 2 6290810

Poslovno svetovanje Nenad Filipovic sp Sara Lee / DE nv Siemens AG Swiss Life Swiss Re Telefonaktiebolaget LM Ericsson Royal Bank of Scotland Group Work and Organisational Psychology World Energy Council Yves Rocher Group ZF Friedrichshafen AG

30 www.efmd.org/globalfocus

Reflections on the GFME Report the GFME Report Reflections on The Global Foundation for Management Education recently issued its second report, The Global Management Education Landscape: Shaping the Future of Business Schools. Dan LeClair, GFMEâ&#x20AC;&#x2122;s lead researcher and AACSB Internationalâ&#x20AC;&#x2122;s Chief Knowledge Officer, reflects on the report and what he learned from supporting it.

31 EFMD Global Focus | Volume 02 | Issue 02 2008

Reflections on the GFME Report by Dan LeClair

I

The Global Management Education Landscape

n Flatland, a classic mathematics novel published in 1899, the author describes a truly flat world inhabited by straight lines, circles, squares and other shapes. To inhabitants, lines could appear as points but circles, squares and every other shape appeared as lines. www.gfme.org

EFMD

AACSB International 777 South Harbour Island Boulevard Suite 750, Tampa, FL 33602-5730 USA T +1 813-769-6500 F + 1 813-769-6559 www.aacsb.edu

gfme.org

Similarly, it is hard to understand the world of management education without taking on a global perspective. The Global Foundation for Management Education (GFME) does not shy away from this responsibility. In fact, it was for this purpose that GFME was created as a joint venture of AACSB International and EFMD. For four years my responsibility has been to serve GFME as its lead researcher.

Shaping the future of business schools

Shaping the future of business schools

EFMD aisbl rue Gachard 88 â&#x20AC;&#x201C; Box 3 1050 Brussels, Belgium T +32 (0)2 629 08 10 F +32 (0)2 629 08 11 E info@efmd.org www.efmd.org

As a young student of economics I found this fascinating. Among other things, it convinced me that it is extremely difficult to understand our world. Even if I could view a circle from every angle, it would always look like a line to me. How could I distinguish a circle from a square unless I could see them from above?

The Global Management Education Landscape

Design by www.jebensdesign.co.uk

In The Global Management Education Landscape: Shaping the Future of Business Schools, we offer insight into a number of trends that are changing the landscape of management education worldwide. We isolate key issues and challenges for business schools and offer a number of recommendations designed to engage the global education community, as well as business and government leaders, and to stimulate international co-ordination and collaboration. I will not summarise the report here; it is available at www.gfme.org. Instead, I shall reflect on its insights and what I have learned from this ambitious effort.

Our research points to continuing increases in the demand for management education. Driven by demographics, economic trends, business expectations and initiatives that expand access to higher education, future demand will come not only from traditional college-age populations but also from working professionals who need to retool and reinvigorate their careers.

By itself, growth in demand does not cause much concern. The number of business schools has been growing to accommodate demand. However, our research has uncovered four issues that make GFME uncertain about the future of business schools.

First, the fastest growth in management education will occur in developing and transitioning economies, where business schools currently are less mature and less prepared to handle increasing demand. Few business doctorates are produced and employed, physical and technological infrastructures are strained, and there are few educational resources designed specifically for these regions.

Future demand for management education will come not only from traditional college-age populations but also from working professionals who need to retool and reinvigorate their careers

32 www.efmd.org/globalfocus

The global community still knows little about business education in the developing and transitioning economies. It has been much easier to find published data and information about business schools in Western Europe and North America than in Asia, Eastern Europe and Latin America. Although this imbalance is not surprising, the absence of data and information on our most dynamic regions could hinder further development.

Second, rapid expansion in the number and diversity of business schools has given rise to new concerns about quality. Increasingly mobile students have more choices but the range of quality and the lack of good information have increased the risk of unmet expectations.

A small fraction of the more than 10,000 business schools worldwide have been accredited by AACSB International or EFMD (or both) and most of these are in high-income countries and educate only a small fraction of business graduates.

Further, these accreditations are still not widely recognised among external constituents and in many developing countries, where the current expansion is most prevalent, accreditations are weak or non-existent.

At the same time that increasing diversity has made the external validation of quality more important, it also has made evaluation more difficult. Standards must be adaptable to evaluate schools with different missions, structures and cultural contexts.

A third concern is more subtle. There is a noticeable tension between the global aspirations of countries, schools, faculties and students and pressing local and regional needs. Schools are pressured to strengthen their curricular emphasis on global perspectives but cannot ignore unique histories, politics and cultures.

Despite the powerful forces of globalisation, differences still matter in business.

There is a noticeable tension between the global aspirations of countries, schools, faculties and students and pressing local and regional needs

Even as top-tier schools and accrediting bodies elevate educational achievement, become more selective and enhance their global reputations, we should not overlook the importance of less elite institutions that contribute to economic and social progress by increasing access to management education. Within the local and regional context, we must find ways to focus business school talent on important societal issues and to elevate the overall quality of (and access to) management education, not just differentiate the best from the rest.

Our fourth concern addresses the long-term future of collegiate business education.

Business and society are demanding more from business schools. The quickening pace of change requires business schools to continuously evaluate and revise curricula. Organisations are relentless in their demands for current and globally relevant content, soft skills development, integrative and innovative thinking, and knowledge to advance the practice of management.

The costs of meeting these demands are rising and many schools do not have enough decision autonomy to act creatively to address these demands. Among the most important reasons for this increasing cost has been declining investment in doctoral education, which is critical to meeting these rising demands.

Although these issues are converging in a way that requires urgent attention, GFME does not believe management education is facing a â&#x20AC;&#x153;perfect stormâ&#x20AC;? or that the challenges are insurmountable.

But if business schools are going to successfully navigate the difficult waters ahead, GFME recommends stronger, more co-ordinated efforts to advocate quality assurance both globally and locally; efforts to engage business leaders in envisioning future needs for business and society; increasing investment in doctoral degree education and other necessary infrastructures; the creation of an international clearinghouse of data related to management education; and initiatives to facilitate multilateral collaboration among business schools.

Reflections on the GFME Report by Dan LeClair

33 EFMD Global Focus | Volume 02 | Issue 02 2008

Every learning experience, every outcome, every graduate’s future is unique and that is why management education is so interesting

I have learned from this experience that after all it is possible to understand our world from within it. For business school leaders, that means taking on a new perspective, looking at ourselves from above to understand how our landscape is being shaped by powerful global forces. It is only then that we can be proactive in shaping the future of management education—and through our efforts, positively impact the world. After all, management education is our investment in the future of business and society.

And, finally, something more personal has come out of my reflections on the GFME report. In taking a global macro-level view it is important not to lose sight of what I consider to be the single most important reason why business education is so vibrant and exciting.

Management education is, and will always be, incredibly diverse. Business schools come in a wide variety of missions, shapes and sizes. But even if every school looked the same and had identical curricula, the context, students and faculty for each school are different. Indeed, every learning experience, every outcome, every graduate’s future is unique and that is why management education is so interesting.

Returning to Flatland; I should mention that the subtitle is “A Romance of Many Dimensions” and the author’s choice of pseudonym, “A Square.”

10,000+ The number of business schools worldwide, a small fraction of which have been accredited by AACSB International or EFMD, or both

What is the Global Foundation for Management Education?

The Global Foundation for Management Education (GFME) is a joint venture between the world’s major business school associations, AACSB International (The Association to Advance Collegiate Schools of Business) and EFMD (The European Foundation for Management Development). The mission of the GFME is “to identify and address challenges and opportunities in, and advance the quality, content, and development of, management education and practice worldwide.” www.gfme.org

Global Collaborations Conference The GFME in association with EFMD & AACSB is organising a ‘Global Collaborations’ conference that will take place on 16-18 November in Barcelona, hosted by IESE. More information is available via : www.efmd.org.

34 www.efmd.org/globalfocus

The best is not just the West: Danica Purg interview by George Bickerstaffe

35 EFMD Global Focus | Volume 02 | Issue 02 2008

This year the Central and East European Management Development Association (CEEMAN), with 170 members from 42 countries, celebrates its 15th anniversary. CEEMAN President Danica Purg, left, talks to George Bickerstaffe How did the concept of CEEMAN originate and how do you think it has developed over 15 years?

CEEMAN was established because of the need for high-quality management education in Central and Eastern Europe (CEE) and because of my view that management development institutions in CEE had to work closely together if they wanted to succeed.

I saw very soon that there was no real understanding of management challenges in CEE countries.

International management development conferences were poorly attended by people from the region, mainly because of financial problems.

I also saw that efforts by international agencies to help the acceleration of management development in CEE only partly met the needs of our business schools. There was an historical misunderstanding of the policies necessary to quicken management and leadership education and reveal the potential of CEE. It was at a conference at Columbia University in America, just as the first CEE business schools were starting, that I coined the slogan “Give us the best from the West and keep the rest”. I told the participants – there were about 300 top American managers – that if they wished to help central and eastern Europe to develop quickly they should help us with support that we expressed the need for, that we considered important, and send us first-class people because we did not have time to wait a hundred years to develop management development institutions.

36 www.efmd.org/globalfocus

How do you see CEEMAN developing in the future?

What will it look like in another 15 years?

CEEMAN will remain an association that supports the advancement of the quality of management development in CEE. In fact, it now extends this to all emerging economies since we have noticed that we share many common challenges and goals.

Faculty development is one of the top priorities and also a precondition for the overall quality of management education.

For this reason this was one of the very first areas addressed by CEEMAN and since 2000 we have supported the International Management Teachers Academy (IMTA), a major European faculty development programme. We will not only continue with this programme but also build it further.

I see CEEMAN in the future as a global association with its focus on management schools in economies in transition, helping them become high-quality institutions, each of them having another feature, another profile that responds to the specific needs of the environment where the school operates.

I see CEEMAN working together with business and other organisations in true partnership. With its emphasis on innovation I also see CEEMAN as a real contributor to the world of management education.

How do the needs and challenges of students and providers of management education in the CEE differ from those in Western Europe?

The difference in needs and challenges has become smaller. But looking at areas such as the quality of professors and students, the needs and challenges they are confronted with within their economies – and personally –there still are differences.

This is because these needs are contextual and dynamically changing. While changes are taking place in all Europe, the changes in the economies in transition are still more intense, deeper and faster. In our schools we teach the management and leadership of change not as a professional issue only but also as a fact of life.

IMAGES COURTESY: IEDC

The overall quality of management education is supported

by CEEMAN accreditation, which was relaunched in 2007 to place much more emphasis on the evaluation of CEEMAN’s core values in terms of the extent a school’s mission is relevant to the specific context and environment, how a school celebrates diversity, fosters ethical values, respects culture, and assumes its duty to develop responsible leadership in society at large.

CEEMAN in the future [will be] a global association with its focus on management schools in economies in transition, helping them become high-quality institution

for business and management development. The new members from outside CEE have widened our horizons and made us more confident, seeing that many other regions are facing the same challenges. Our experience and the lessons we have learned we can share with people from all over the world.

CEEMAN has expanded beyond the original CEE area – has this strengthened the organisation?

You are well known for emphasising the importance of the arts in management education – why is this and how did it develop?

As I said before, CEEMAN originally focused on management schools operating in economies in transition. In the course of time the focus on the issues of transition widened and covered the phenomenon of change in general. This resulted in a growing interest from emerging economies, where schools are facing similar challenges and opportunities but also from most developed world economies, which are increasingly interested in the change phenomenon and the implications

Managers and leaders, particularly if innovation and change are their biggest challenges, can learn a lot from the creative processes in art. IEDC, for example, created the school as an art gallery, which has a function of reflection and inspiration.

We also added art subjects to our MBA programmes.

Musicians, for example, help leaders and managers to listen better, to recognise certain organisational patterns, disintegration and integration practices, etc.

The best is not just the West: Danica Purg interview by George Bickerstaffe

37 EFMD Global Focus | Volume 02 | Issue 02 2008

As Edgar Schein [a professor at MIT in America] says: “Art is making us feel more, to understand more and to see more; and it is putting us in touch with creating ourselves.

Art can be shocking, provoking and, above all, inspiring.”

Reflection and inspiration are what managers need more and more.

What things in the development of CEEMAN over the past 15 years make you feel particularly proud?

What makes me proud is the big change I see in the quality of professors and programmes in our part of the world. Through all that, greater confidence is built.

This is what I appreciate the most. We learned so much in such a short time. And also the fact that we have done that without alienating ourselves from each other but just the opposite: we have become closer - friends who share an interest in each other’s challenges and each other personally.

Who (or what) has been your greatest influence and inspiration in your approach to management education and development?

The few meetings I had with Peter Drucker inspired me very much. But most of all I have felt inspired by my colleagues and friends who together have built CEEMAN. The energy and ambition to make something that is good for this world is very encouraging for everybody who knows them.

If you had not gone down the path of management education what would you have most liked to have done in your life?

Difficult to say. I believe I could have become active in an organisation such as the United Nations but probably always in a position where I could build something, whether an organisation or a relationship.

I have felt inspired by my colleagues and friends who together have built CEEMAN. The energy and ambition to make something that is good for this world is very encouraging

38 www.efmd.org/globalfocus

How CSR can help management development Corporate Social Responsibility is a critical element in any global business and, says Guillermo Cisneros, it can also play a key part in developing managers

C

orporate Social Responsibility (CSR) deals with creating value to all of an organisation’s stakeholders and there is little doubt that employees are one of the most important groups.

Another tactic is to make the CSR activity of an organisation the only purpose of the learning activity. We introduced this new approach in Grupo Santander through the programme “Global Managers for a Responsible Society”.

Training and development is a primary responsibility of an organisation, not only for helping employees to develop more efficiently in their jobs but also to increase their capabilities to advance their careers and increase their employability. In that way, training and development are probably one of the main tools for creating and delivering value to employees and are a key part of any organisation’s commitment to society.

This innovative programme is aimed at future leaders and top performers, helping them to acquire a broader vision of the group and also to develop a more global mindset. The approach is simply to acquaint them with the social issues of the countries where the group does business and learn first hand how the group is contributing through its CSR activities.

One is to put into practice the development of managerial skills in collaboration with a selected NGO (nongovernmental organisation) to find a solution to a specific problem. Learning programmes on teamwork and project management are what usually gain the most benefit from using this methodological approach.

More recognition and value of an organisation’s CSR efforts Training is an incredible communication channel. Our employees receive an enormous amount of information from outside and inside the group every day. Despite all the traditional communication efforts, employees usually are not very aware

Each intake of the programme takes place in a different country with local executives participating. The approach is extremely This article looks at how CSR can be integrated as part of the content of training and development, or even as a pedagogical tool practical with the aim of understanding the society by “living” in its own right, as a way of increasing the effectiveness of learning the social issues. After an introduction to the economic and social perspective of the country, participants are placed in and development activities and achieving other organisational direct contact with specific social problems, interacting with goals. As we will see, such an approach can also create organisations that are committed to improving the situation important synergies with CSR investment and other activities. with the help of Grupo Santander and meeting individuals How to integrate CSR in learning and development who have benefited from these activities.

Integrating CSR into training and development does not mean Seven benefits just including it as another topic to be studied in a training Increased social awareness programme. It means making it an essential part of the learning This is the most obvious benefit. Once you are in touch with activity and using it as the main way of achieving knowledge, a specific social problem, you become more aware of it, you development of new skills and other organisational objectives. appreciate its importance and you become involved. Social There are different ways of doing this and at Santander corporate issues learned from theory are not “real”; things that you feel university (Santander Corporate Learning and Development on your skin become real problems, not just words on leaflets.

Center – El Solaruco) we are experimenting with two approaches. The more you know it, the more you “love” it.

How CSR can help management development by Guillermo Cisernos

of the real commitment and action of the organisation in the social area and most of the initiatives remain almost anonymous.

Thanks to participating in the programme and having a direct contact with the people who are gaining the benefits of CSR activities, executives become aware of the real effort the organisation is making, discover a number of activities they didn’t know about and realise the huge investment made.

This is a serious issue for the group.

39 EFMD Global Focus | Volume 02 | Issue 02 2008

the possibilities, the limitations, what is really going on. With that you can develop a deeper “feeling” for a market that is impossible to gain through statistics and charts. Our executives gained a better knowledge about the reasons why the markets we serve as a global group are so different and require specific ways of approaching them.

Developing future leaders A leading global corporation such as Group Santander has an important impact on society. Executives with the aspiration Create new ways of involving employees in CSR Training becomes a new way of participating in the CSR activity to be part of the leadership of a group of such dimensions must have an authentic global vision and this is impossible of an organisation. As a part of the programme, executives without understanding of the societies where we do business. bring their expertise and knowledge of the organisation to provide insights and propose actions to increase the impact Moreover, today a leader of any company must have a good of CSR activities. Moreover, they are able to spread their knowledge of the processes that create value for stakeholders experience and involve their teams in CSR issues. and the impact of CSR. Those that see this only as a budgeting issue or the need to meet standards because of external Increased engagement and pride of belonging pressures will fail when managing corporate reputation.

“I’m even more proud of working in Grupo Santander” was the comment of most of the people that attended the program. The leadership development process therefore must create executives with social awareness and learning activities must have This was especially the case among the youngest, those who had most recently joined our group and executives working in real impact on “minds and hearts” and not merely business analysis. countries other than Spain (where our headquarters are located). Conclusions Create new and more motivating ways of learning CSR can become a means or learning about strategic issues, developing new managerial skills and increasing the knowledge of the group. But talking about things that really matter and integrating them into a global vision of the organisation becomes a strong motivating force.

Any organisation with a strategic learning approach must look for ways of integrating CSR into the general curricula and especially into the leadership development process. CSR and the whole organisation can gain great benefit from doing so, not only in the opportunity for a having bigger CSR impact inside the organisation but also because it creates new ways for achieving other organisational goals.

Understanding the market better Markets are not products. Markets are people. To understand Learning + CSR: It really pays off. the market you must understand people and what concerns ABOUT THE AUTHOR them. For that reason, knowledge of society and its real Guillermo Cisneros is Corporate Director Learning and Development, problems is a must for having a real understanding of a market, Grupo Santander

40 www.efmd.org/globalfocus

Ulrich Hommel argues that analysis of the EPAS experience so far suggests that professional masters programmes may be failing to provide sufficient academic rigour and that as a result students are lacking the right analytical skills

R

ecent years have seen business schools offering an increasing number of so-called professional masters programmes, mostly targeting students at the pre-experience level. The curricula of these programmes emphasise practical relevance and corporate links in their design.

No quality without rigour

Recent accreditation experience at EPAS (the EFMD Programme Accreditation System for international degree programmes in business and management), however, indicates that institutions offering professional masters often incorrectly believe that academic rigour is only necessary for research-oriented degrees and, as a consequence, fall short in endowing their professional masters students with a proper analytical skill set. Sometimes even MBA programmes are not immune from this problem. It should be stressed that this results from analysis of our observations in EPAS so far and is not a specific criteria for EPAS accreditation.

Diversity of academic content EPAS is based on the general philosophy that excellence in management education can in principle be achieved in many different ways. A similar argument for diversity applies to the extent of academic rigour that underpins programmes.

Successful management unquestionably involves much more than the ability to engage in quantitative, indicator-driven decision making. However, achieving success consistently requires a sound command of task-specific â&#x20AC;&#x153;tool boxesâ&#x20AC;? such as standard valuation techniques for the corporate finance specialist or consumer survey methods for the B-to-C marketing manager.

41 EFMD Global Focus | Volume 02 | Issue 02 2008

No quality without rigour by Ulrich Hommel

The unrecognised lack of rigour is just one example of why programmes may receive red flags in an EPAS accreditation exercise while still producing an acceptable quality of graduates

While exposing students to current research will typically only be necessary for those looking to work in jobs that are heavily influenced by continual knowledge transfer between academia and corporate practice, it is still necessary for any graduate to have sufficient theoretical knowledge to be able to think through a variety of problems and then to apply appropriate solutions.

Without theory, programmes can only develop immediate competence but not the longer-term knowledge and skills that can be adapted to new situations. Indeed, it is somewhat of a puzzle why the providers of degree-based management education may actually fail to deliver the obvious – a level of academic depth and rigour appropriate to the level of the degree on offer.

Deans and programme directors often appear not to be fully aware of the true scope of existing deficiencies in academic rigour because students are quite adept at finding ways to compensate programme weaknesses with their own initiative.

Above all, students improve their employability with relatively unsupervised add-on activities such as internships or participation in professional certification programmes. The unrecognised lack of rigour is just one example of why programmes may receive red flags in an EPAS accreditation exercise while still producing an acceptable quality of graduates.

Diversion of academic resources?

Coping with current market dynamics in the face of tight constraints on resource may be one possible explanation for downplaying rigour.

Business schools are confronted with the challenge of establishing an international presence in order to maintain their domestic market position.

Entrepreneurially minded deans seek to jump-start their institution by putting existing resources to more “productive” use. Core faculty members are shouldering more of the administrative burden and, as a consequence, are reducing their academic contribution to a growing programme portfolio.

Thus, while these institutions become increasingly recognised as international players, they may actually be on a downward trend with respect to quality. Existing weaknesses in research and the need to rely more heavily on cheaply acquired non-core faculty create a natural tendency for these schools to focus attention on the development of their professional degree and executive education businesses at the expense of other activities.

Fragmented programmes Professional programmes also seem to suffer frequently from structural fragmentation as well as the lack of “real” opportunities for specialisation.

Covering a subject in, for example, 15 contact hours and a ratio of in- to

42 www.efmd.org/globalfocus

Business schools have pushed up the numbers of active partnership agreements to meet exchange capacity requirements without having a clear concept of the quality they are trying to achieve

out-of-class work of 1:3 (or even less) severely limits academic depth and contains the danger that students are primarily investing in the expansion of their buzzword vocabulary rather than in the acquisition of relevant problem-solving skills.

A closer look at the course materials often reveals that faculty members seem naturally to converge to straight lecturing on descriptive concepts and that performance-assessment regimes reward students above all for their ability to memorise. In other words, constraints imposed by programme design severely limit the role of a challenging pedagogy in programme delivery.

Programme fragmentation sometimes goes hand-in-hand with a very broadly defined flexibility of selecting courses – within electives and beyond. While the expansion of track choices can enable mature students to target more specific job qualification profiles, stringing together mini-courses horizontally leads to fuzzy learning outcomes and gives students undue opportunities to choose a path of least resistance.

Many business schools have added mandatory foreign exchange stays to their full-time programmes in recent years. While clearly contributing to the students’ international experience, they are also a frequent source of further fragmentation and lack of academic depth.

It is not uncommon to find students being sent off in small contingents to 100 or more international partners of very mixed quality in any given year.

It is a reflection of business schools trying to accomplish too much too quickly in the area of internationalisation. They have pushed up the numbers of active partnership agreements to meet exchange capacity requirements without having a clear concept of the quality they are trying to achieve.

On top, the management of students’ foreign study experience is in many cases delegated to administrative personnel and therefore lacks an academic dimension – for out-bound as well as returning students.

As a consequence, a sizable fraction of any cohort may be receiving lower-quality training abroad and enjoying considerable degrees of freedom to economise on their study effort by actively enlarging the overlap between courses taken at home and abroad.

Weaknesses in academic rigour show up most clearly in the examination of programme outcomes. Student theses and project work, for example, often require too little reflection and are too focussed on summarising and categorising case-related facts and industry publications.

There tends to be little data collection and analysis so that conclusions

frequently lack empirical verification. This may in some cases be a shortfall by design but it can also be caused by behaviour on the part of faculty supervisors faced with rising overall work loads.

Quality assurance and EPAS accreditation Quality assurance represents the backbone of the EPAS value model. It has been observed time and again that the persistence of weaknesses in academic rigour is accompanied by underdeveloped and largely informal quality control systems.

Some business schools evidently fail to appreciate the role of institutionalised checks and balances for generating sustainable competitive advantage.

They may excel in terms of entrepreneurial drive and customer focus but, at the same time, under-manage the academic parts of the value chain. They are occasionally too susceptible to following a path of opportunistic growth, exemplified, for example, by exotic collections of specialised degree programmes, rather than building their business on existing core competencies.

EPAS has already been proven to achieve its core mission – helping the providers of management education to successfully enter into a process of continuous quality improvement at the programme level and thereby acting as a catalyst for the creation of institutional EQUIS readiness.

Past accreditation experience also shows that EPAS is successful in enforcing a proper balance between academic fundamentals (including rigour) and business effectiveness in the marketplace. As a result, its impact extends well beyond just fostering and supporting the internationalisation efforts of business schools.

ABOUT THE AUTHOR

Ulrich Hommel is Associate Director, Quality Services, at EFMD

43 EFMD Global Focus | Volume 02 | Issue 02 2008

VISIONARIES GAIN EXCLUSIVE INSIGHTS Join Visionaries: an exclusive management development club, bringing you the live inspirational power of the world’s best business thinkers.

Visionaries is the Benchmark for Business Executive Club. When you join Visionaries, you join a community of more than 1,000 forward-thinking leaders. As members, you and your colleagues will gain privileged access to a world-class programme of executive management conferences and enjoy an impressive range of Visionaries benefits.

Membership packages range from five to 50 places – you can choose how many places you want and how you want to use them over a 12 month period. Packages start from £2,950.00 plus VAT – and the more places you buy, the more you save. Simple!

To join Visionaries contact us at +44 (0)1224 636200 or visit www.benchmarkforbusiness.com Planned conference programme includes: Fons Trompenaars & Costas Markides Birmingham – June 18th, 2008 The Liverpool Summit Liverpool – October 1st & 2nd, 2008 Ram Charan London – January 2009

CK Prahalad & Marshall Goldsmith London – March 2009 Tom Peters Durham – March 2009 Tom Peters & Fons Trompenaars Abu Dhabi – March 2009

provides a forum “ Visionaries where today’s executives, corporate leaders and thinkers can share inspirational insights on the future of business.

”

44 www.efmd.org/globalfocus

Strategy guru Richard D’Aveni uses military tactics to illustrate how businesses can cope in an increasingly hyper-competitive world. He explains his ideas and their origins to Stuart Crainer

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ichard D’Aveni is one of the most influential strategists of his generation. Best known for his work on hyper-competition, Prof D’Aveni is Professor of Strategic Management at the Tuck School of Business at Dartmouth College in America.

Winner of the A T Kearney Award for his research, he is credited with creating a new paradigm in the field of strategic management based on temporary advantages – using rapid manoeuvring rather than defensive barriers.

Prof D’Aveni consults to Fortune 500 companies and is the author of several influential articles and books.

45 EFMD Global Focus | Volume 02 | Issue 02 2008

Hyper-competition: Richard D’Aveni interview by Stuart Crainer

In the hyper-competitive world we live in today strategies are about sequencing lots of short-term advantages and exploring your way forward

Y

ou are best known for your work on hypercompetition – the term you coined in the mid-1990s. Is that concept still relevant today?

It’s even more relevant today than it was when I first introduced it. The core idea was that competitive advantages were becoming unsustainable because of globalisation and technological disruption. That was in the mid-1990s and both of those trends continue apace.

Today, we are facing hyper-competition on steroids.

Globalisation is accelerating because of the rise of China and India and the falling entry barriers around numerous other countries. Of course, technology hasn’t slowed down at all. The Internet, which was once considered to be revolutionary, is now par for the course everywhere and it is still having the same radicalisation effect on many, many markets. It’s just that we don’t talk about it anymore because it’s so endemic in every marketplace.

In such a disorderly, chaotic world, isn’t strategy more like wishful thinking than a constructive use of an executive’s time?

Yes, that’s the whole point of hyper-competition. What I argued was that long-term strategies are no longer appropriate.

In the hyper-competitive world we live in today strategies are about sequencing lots of short-term advantages and exploring your way forward. Think of the way the explorers Lewis and Clark found the Northwest Passage to the Pacific. They were surrounded by forest and literally had to navigate from hilltop to hilltop. It’s the same for executives today.

You only know what direction you’re headed in when you go from hilltop to hilltop looking around for the next hilltop. You can’t chart the course all the way from beginning to end the way you might have been able to 20 years ago when things were stable. You can’t know where you’re going to end up in this kind of world, and you have to learn to live with the uncertainty.

You have to have tolerance for that kind of a world. But you also need to have the faith and the courage to be able to move forward from hilltop to hilltop and not get caught in the intellectual trap of thinking that you have to continue to leverage the same competences that you had one year ago or five years ago. Because that won’t get you to where you want to go.

46 www.efmd.org/globalfocus

IMAGES COURTESY: TUCK SCHOOL OF BUSINESS

Hyper-competition is going to become more and more severe, especially the more Wall Street keeps insisting on making short-term profitability numbers

Why should executives, beset with all this turbulence and change, listen to someone like you, an Ivy League professor? How do you understand their world?

That’s a good question – executives should always ask their advisors that. I think the main reason is because I live in their world. OK, so I spend some time teaching at this idyllic place up here in the woods of New Hampshire [The Tuck School]. And I tell the students and executives who come here these stories about strategy. But where do you think the stories come from?

They come from my consulting with hundreds of companies, from my research. They’re coming from practical experience. And the way I learn is by talking to lots of managers, finding out what their concerns are, what’s happening in their lives, what’s affecting their businesses.

So it’s not a story that just pops out of nowhere. What I am is an importer and exporter of ideas. I import ideas from one marketplace to another.

And I can see general trends that the average manager doesn’t see because I see what’s going on in one industry and another industry and I pull them together.

And that gives you a different perspective?

That’s right. That importing and exporting role is really what I do that managers can’t do for themselves. I can’t know an industry better than a seasoned industry exec can. He or she has a lifetime of experience in it. What I can do is import and export much better than they can.

I don’t live every day in just one world but I show up often enough to find the right information, and I can take it somewhere else and I can sell it, just like any merchant would, travelling from one nation to another. And my ability to see those trends and to transport them across industry borders is really what I’m good at.

You work with a lot of CEOs. What’s the biggest issue that they face right now?

They have all sorts of issues. They have issues of making their numbers for Wall Street. They are constantly worried about living up to the

expectations of the Street. This has shortened their horizons. But, from a strategic point of view, the number-one issue that everybody has today is dealing with commoditisation. How companies can avoid that trap is the subject of my next book.

What is driving that commoditisation?

A confluence of factors: the pressure of vast amounts of product proliferation, of escalating price wars and quality wars, of imports from China and elsewhere. These pressures are overwhelming and unrelenting. This goes back to your first question about why is hypercompetition relevant today. It’s because it’s showing up in what I call this commoditisation trap, and that’s escalating.

Why is it escalating?

We’re seeing a whole new round of it hitting us because of globalisation from China and India. Now, in America and the other developed economies, we’re going to suffer at the hands of this commoditisation trap at a much greater level than we did back in the early 1990s when it was the Japanese and the Asian Tigers. They were much smaller nations and their standards of living went up a lot faster.

In China, it is going to create an unrelenting competitive pressure. Sure, Shanghai’s standard of living is going up and costs will go up accordingly.

But the factories are just going to move inland. And when that standard of living goes up, they’ll just go inland some more.

I can see general trends that the average manager doesn’t see because I see what’s going on in one industry and another industry and I pull them together

47 EFMD Global Focus | Volume 02 | Issue 02 2008

Hyper-competition: Richard D’Aveni interview by Stuart Crainer

It’s going to be decades before all the peasantry of China is absorbed.

So it will be years before the low cost labour of China is absorbed into first-world labour rates. That’s very different to what happened in Japan where it maybe took two decades for that to occur.

So hyper-competition is really going to occur because of the size of the economic wave that will hit the West and the much longer duration of that wave. And that problem is going to become more and more severe, especially the more Wall Street keeps insisting on making shortterm profitability numbers.

Have you ever been tempted to put your theories into practice and run a business?

I started a consulting firm based on my theories of strategy and ultimately I folded the practice into a large private consulting firm.

But you haven’t been tempted to run a business that’s not a consulting firm?

No, I love my life now. I like teaching and I like researching and importing and exporting ideas. I have acted as the informal CEO of two $1 billion firms in America in business information and wholesaling and had a lot of fun creating value with bold moves that disrupted their industries.

So I suppose if the right opportunity comes along, I might jump at it.

What about the MBA students who come to Tuck? A criticism of MBAs is that they’re all the same – they all know the four Ps of marketing and the five forces framework but they’re all from the same cookie cutter?

I would say that’s true in general. I like to do something a little different with my students. If you’re familiar with my work you’ll know I take some pretty different approaches to strategy compared to many of the other gurus.

My course covers things like military strategy – Carl von Clausewitz, Sun Tzu, Mao Tse-Tung – and we apply them to industries such as disposable diapers. It sounds ridiculous, right? But disposable diapers are a great case of barriers to entry and the use of concentrated force

20 The number of years it took for low-cost labour in Japan to match first-world rates. It will take much longer for the same to occur in China

and circumvention strategies and it’s a great case of von Clausewitz’s ideas of encirclement.

It’s very practical. For example, we cover a series of corporate spheres of influence and diplomatic strategy, looking at how global corporations stake out strongholds and use positioning to create detente with other global players to divide up the competitors’ space.

And I invite CEOs from Fortune 500 companies who have employed these tools and methods in their companies into the classroom to talk about that.

What first interested you in strategy? What was the thing that ignited your interest? You’re interested in military history. Did it come from that?

One movie really made an impression on me and that was the movie about Patton with George C Scott. I went to see that movie five times when I was at high school. And it was as much about leadership as it was about strategy.

But I was interested, even before that, in politics. I wanted to be involved in politics and political strategy, even in high school. And I got involved in political activism early on and so the interest in power and politics, and things like that, started much earlier than when I saw that movie.

I remember when I was in college I told my dad I wanted to become a professor of political science and I wanted to study electoral politics and campaign strategy. But the bottom line is I decided not to do that because my dad was very much against it. He convinced me I’d never make a living out of it. And a few years later I ultimately decided I’d go back and get a PhD anyway and become a professor of business strategy rather than political strategy when I realised that there was another alternative where I could make a good living.

ABOUT THE AUTHOR

Stuart Crainer is a partner of CrainerDearlove which works with thought leaders and business schools throughout the world. He is the author and co-author of 15 books available in 20 languages including the bestselling Financial Times Handbook of Management.

Email: stuart.crainer@crainerdearlove.com www.crainerdearlove.com

48 www.efmd.org/globalfocus

Anthony Newell explains how business schools and educational institutions can make sure that their message gets across

49 EFMD Global Focus | Volume 02 | Issue 02 2008

Whatever the medium, it’s the message that counts by Anthony Newell

You must try to have something to say, but it has to be meaningful. To insist on saying something without meaning is certainly counter-productive and a waste of money

Whatever the medium, it’s the message that counts W

hatever Marshall McLuhan may have said, I have always believed that the message is more important than the medium, though the message does need to be adapted both in words and graphics for the medium it is projected through as well as the audience it is intended for.

With the phenomenal increase in Internet use and accompanying technology, such adaptation is much easier today than it was a short while ago and the capability should certainly be used more. Intelligent media selection is important but the message is the most important thing of all. You can have the best marketing communication plan in the world but this does not take you very far if your communication is banal.

An anonymous sage once said: “There’s nothing wrong with having nothing to say – unless you insist on saying it”. I would take issue with the first part of that quote because you must try to have something to say. But it has to be meaningful. To insist on saying something without meaning is certainly counter-productive and a waste of money.

Organisation To get this media and message mix right is a problem of organisation.

Universities and the business schools, which may be either part of a

university or stand-alone institutions, are going through a period of difficult adaptation. The university model, as a self-governing community of scholars, goes back to medieval times and much of what began then, either structurally or psychologically, still remains today.

In spite of Bologna and massive government intervention over the past 50 years, many of the old traditions remain. That is no bad thing but it does mean that many faculties and departments are still run by the scholars who head them – and they run them in the same fiercely independent way they have always done.

Those who try to co-ordinate these separate and independent entities have their work cut out. Professors do not always make the best managers. And it is of course true that academics, historically, grumble.

The great Wilhelm von Humboldt founded his university in Berlin in 1810 and turned the city into the Athens of 19th century Europe.

Von Humboldt said that “as a class of men he had never ever had to deal with people as cantankerous, opinionated, stubborn and refractory as professors”. At that time the only proper subjects for study were Latin, Greek and Divinity. History followed in time but engineering only much later because it was thought to be dangerously vocational.

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Media planning, for example, which today must take account of the bewildering range of choices now offered on the Internet – is where specialist outside advice and experience can be helpful

Still today there are many people in universities who do not regard business studies as a suitable field for academic research. Words such as management and marketing, with their commercial overtones, are resented and unwelcome.

The balance between traditional values and commercialism is a delicate one.

Academic freedom and independence must be respected but carried to extremes they are time wasting and expensive, involving duplication of effort, excessive delay and the pouring of money down the drain. There needs to be mutual respect and understanding.

Planning the communications This need for balance comes into its own when you consider a marketing and communications plan, where some individual preferences should give way to the achievement of a common goal with an emphasis on focus. By giving everybody what they want there is a danger of spreading the effort too thin and losing impact.

Better to be important to 50% of your prospects than unimportant to all of them.

And better to say a little that is pertinent than a lot that isn’t. There has to be consensus on the marketing plan – otherwise it becomes a political football.

There are some aspects of a communications plan that are rightly the preserve of the business school itself. But there are areas of specialised knowledge – media planning, for example, which today must take account of the bewildering range of choices now offered on the Internet – where specialist outside advice and experience can be helpful.

If a school does it all in-house there is a risk that those responsible may not be aware of what is going on outside their own direct experience or what works (or doesn’t work) for other people.

If you go outside for advice, try to ensure that those who are to advise you have some knowledge and experience of the education sector. You want more than yes-men. Even more important is that in their terms of business they are medianeutral – that is, that they have no financial advantage in recommending one medium rather than another. Their advice should be impartial and dispassionate.

One should also take care not to believe all the statistics, which are often not comparable and can in any case be manipulated. The cost per lead is not in itself significant: it is the cost per quality lead that is. So it is not just about circulation or audience figures. Media buying is scientific and mathematical but it is also an art.

“Not everything that can be counted counts, and not everything that counts can be counted,” said Einstein.

Whatever the medium, it’s the message that counts by Anthony Newell

51 EFMD Global Focus | Volume 02 | Issue 02 2008

Judging a piece of creative work is very subjective; what really matters is not whether any particular individual likes a particular version but whether the overall campaign will attract the attention of the target market. There’s skill in it and it’s hard work

Developing the message The key to success in the education marketplace today is differentiation. What makes you distinctive? What can you say that nobody else can say?

The three main planks of a communications programme that have graphic content – brochures, the web and advertisements – should project a common personality.

This is the only way a school’s overall personality can come through.

Often this starts with brochures, explanatory tools that you can hold in your hands and which set the graphic tone. Once the look and feel is right it must be carried through to the web and the ads.

The web is also an explanatory tool and provides greater depth of information.

But it is a marketing tool as well. It has to try to arouse the viewer’s interest and obtain the reaction: “This looks the kind of place I’d like to go to”.

The home page must be compelling if the searcher is to feel it is worth spending more than 30 seconds on the site. Many websites have grown randomly and the navigation become illogical and confusing. You must be able to find what you are looking for, find your way back and then find it again next time. Make the navigation logical and intuitive. Here again you may find outside advice helpful.

Advertisements –print or web – are a marketing tool only. Their function is to arouse attention and stimulate people to act, to look for further information – usually these days also on the web.

What is necessary is distinctiveness. So much education advertising is very dull.

The problem is that many schools say exactly the same thing. Hide the logo and it could be said by anybody. Strive for something that is unique and that only you can say – or at least that only you are saying.

Judging a piece of creative work is very subjective. The question to ask is whether it meets the brief. What really matters is not whether any particular individual likes a particular version but whether the overall campaign will attract the attention of the target market, say something that you want to be said and which is pertinent to the audience. There’s skill in it and it’s hard work.

Among the other things McLuhan said was that advertising was the greatest art form of the 20th century. But you don’t have to believe that either.

ABOUT THE AUTHOR

Anthony Newell is Chairman of Arrow Communications SA, a marketing communications company based in Brussels which specialises in education.

More information is available at www.acarrow.com

52 www.efmd.org/globalfocus

The Global Text Project is an initiative to deliver free textbooks to university students via the Internet. George Bickerstaffe tells its story

Text books for nothing and knowledge for free I

t all started in 2004 when Richard Watson was teaching an undergraduate class on XML, a data exchange language. The class was popular but Professor Watson could not find a good textbook to accompany it.

Then it occurred to him that he also taught a small postgraduate class of around 15 students. Rather than give them assignments that would be thrown away at the end of the course, why not get them to write an XML textbook as part of their class?

Somewhat to his surprise they responded enthusiastically.

“I had all the chapters assigned very quickly and the students did a great job. They worked very hard at it and I ended up with a very good textbook,” he says.

He used it in subsequent classes, including one he taught

in Germany and where he had the students add some European examples. His mantra was that every time he taught using the book his students had to leave it in better shape, “they would have to add value to it”.

With friends encouraging him to take the idea further, Professor Watson found that the concept – the ability to produce and regularly update quality undergraduate-level textbooks for virtually nothing – could be developed to address a global problem: the fact that textbooks are virtually unaffordable to students in developing economies.

For example, a biology textbook sells for $108 in America and $51 in Africa. According to the World Bank, Gross National Income per capita in America is $41,400 – the figure for Uganda is $250.

Text books for nothing and knowledge for free by George Bickerstaffe

53 EFMD Global Focus | Volume 02 | Issue 02 2008

$51 A biology textbook sells for $108 in America and $51 in Africa. According to the World Bank, Gross National Income per capita in America is $41,400 – the figure for Uganda is $250 In addition, says Professor Watson, World Bank figures show that the return on educational materials is about 14 times the return on physical materials and other research shows that investment in higher education – university-level – offers the best return of any educational initiative.

In collaboration with colleague Professor Don McCubbrey from the Daniels College of Business at the University of Denver he established the Global Text Program (GTP) in 2006. Like Professor Watson, Professor McCubbrey teaches information systems, IT, and e-commerce. They have been joined by other academics from inside America and abroad and have an international advisory board.

The concept is simple. Get faculty around the world to write basic textbooks for undergraduate students and deliver them

free via the Internet. Moreover, the books can be constantly upgraded via the “added value” mantra and, as more and more local content is added, become truly global in scope.

“If we can make the books an organic living thing then we will really have succeeded, I think, because then it’s not just a flow of information from the West to poorer countries,” says Professor Watson.

The books are distributed under a copyright licence known as a Creative Commons licence, which restrict only certain rights (or none at all) of the work instead of traditional copyright, which is more restrictive.

The original model under which the XML text was developed has undergone some key changes.

“We found that people were reluctant to accept a book written

54 www.efmd.org/globalfocus

by students,” says Professor Watson. “So we had to get a professor or a suitably experienced person behind each chapter.

We could have students to help them but we need to be able to point to a professor behind each chapter. And we also get the chapters reviewed to introduce quality control.”

Second, GTP had initially used wiki technology (the technology behind Wikipedia, the online encyclopaedia) but there was concern that this would allow easy, possibly malicious, changes to the books. Instead GTP opted for a more closely controlled model where people can suggest changes but they have to be screened before they can be added.

In addition, GTP also found that many authors are willing to release their books under a Creative Commons licence.

An increasing number of books are now coming from that kind of source and it might well be that all the books GTP needs are out there. As Professor Watson says, “we just have to find them”.

Even professional publishers are becoming involved. For example, Wiley, which publishes books by Professor Watson, is working with him to design a new business model were a basic book is free and students pay for additional resources such as podcasts or exercises.

1000

Total number of books GTP aims to produce

“I’m a consulting editor to Wiley,” he says, “and when I started this project I offered to resign to avoid any conflict of interest but they said, ‘no, stay with us and tell us what’s happening’.”

The concept is currently being pilot tested in Ethiopia and Indonesia with Information Systems. A second book, Business Fundamentals, is in production. Professor Watson says that they started with business books because both he and Professor McCubbrey work in business schools, though the aim is eventually to cover the whole undergraduate range.

Professor Watson says that the aim is not to compete with classic textbooks.

“What we are trying to do is provide basic information because that is 80% to 90% of what people need to learn – that’s what people in emerging economies want,” he says.

With about 30 books in the immediate pipeline and a new associate editor (GTP’s first employee) about to be hired, the emphasis is turning to marketing. GTP currently has eight student volunteers helping, among other things, to develop marketing material. The goal is to have hundreds of students so that when a book is ready they can become a global marketing team with the aim of making professors around the world aware of a book.

The last few years have been spent on the essential nitty-gritty of converting the books to a wide range of electronic formats – e-book readers, for example – rather than simply posting them on the web.

Because of the lack of technology in developing economies, the aim is not as yet to deliver books directly to individual

Text books for nothing and knowledge for free by George Bickerstaffe

What we are trying to do is provide basic information because that is 80% to 90% of what people need to learn – that’s what people in emerging economies want

students but to get them to a university and let it decide how to put them into the hands of the students. At the moment this is likely to be via print. So fonts are deliberately kept small with little white space so there is as much text on a page as possible to reduce the cost of printing

55 EFMD Global Focus | Volume 02 | Issue 02 2008

library of 30 books’ and just buy the copyright– if you have enough money you can do that. But if we can’t get that sort of money then we just have to keep looking for the books people are willing to release under a Creative Commons licence”.

At the moment GTP is mainly funded by the Jacobs Foundation, a Swiss charitable foundation aimed at promoting youth development, though the support is largely used to fund travel to recruit contributors and raise awareness. Both the Terry School of the University of Georgia in Athens, Georgia, and the Daniels College of Business at the University of Denver also support the project.

One additional source GTP is looking at is corporate sponsorship.

The initial concept was to have an individual international company sponsor an individual book but the advice was that it would be better to get about ten corporations to sponsor the whole operation and have their logos on the inside cover of GTP says that in America using this system it can print a 300-page each book. book for $10 so the cost in emerging economies should be even “We haven’t yet asked anyone for sponsorship,” says Professor lower. The longer-term option, though, is probably an e-book Watson, “but we are starting to get to that point.” reader, which could probably hold all the books a student needs.

Currently Professors McCubbrey and Watson spend most GTP’s goal is to have produced ten books by mid-2008. of their spare time on GTP, and continuing their research Beyond that, the next goal of 100 books has not been given a and teaching duties, though they regard GTP as an important deadline says Professor Watson, because “I know that by the project where they can show how to apply information time we’ve got to 100 then we will have succeeded”. Overall, systems and business thinking to create value. the aim is to produce around 1,000 books in total, probably But, he concludes, “Don [McCubbrey] and I do put a lot of hours over at least 10 years. into it but it’s like a labour of love, really”. For the moment, at least.

There are a number of ways that could be speeded up, says Professor Watson: “If someone gave us the money we could FURTHER INFORMATION go to a publisher and say ‘we want to buy a basic science www.globaltext.terry.uga.edu

Above top: Richard Watson Above: Don McCubbrey

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Andrea Benocci and Stefano Gatti assess feedback from participants at this year’s International Teachers Programme at SDA Bocconi School of Management

Helping business educators become better teachers

T

he International Teachers Programme (ITP) is a facultydevelopment programme organised by the International Schools of Business Management (ISBM), a group of ten leading business schools in Europe and America. ITP welcomes business educators from outside the ISBM network and over 1,000 faculty members and educators from many countries have been through the programme since it started more than 30 years ago.

The programme rotates between ISBM member schools and is currently hosted by SDA Bocconi School of Management in Milan, Italy, for the academic years 2007-2008 and 2008-2009.

Business teachers face many problems in the current higher-education context. The overall body of knowledge doubles in less than ten years; so failure to keep pace means being left behind, as knowledge is key to the development of all economic systems. Furthermore, a process of continuous integration worldwide requires educators to proactively manage a broader range of students and a larger number of competitors.

What are our challenges as business educators?

– We may be called on to teach in a wide range of contexts, from small groups to large lectures – Our students are increasingly diverse in terms of educational background, culture, age and experience – The business education environment is increasingly competitive and the expectations of quality of content, structure and delivery continue to rise – New technologies are presenting a new set

Business teachers face many problems in the current higher-education context.

The overall body of knowledge doubles in less than ten years; so failure to keep pace means being left behind

International Teachers Programme by Andrea Benocci and Stefano Gatti

57 EFMD Global Focus | Volume 02 | Issue 02 2008

International exposure, amazing class atmosphere, incredibly valuable takehomes: the ITP was a very important step in my academic career

of challenges and opportunities for innovative and cutting edge educational solutions The ITP leverages top educational experts and practitioners drawn from around the world in a highly-interactive learning environment.

Participants leave the programme with improved skills and a greater understanding of a wide range of teaching techniques, styles, methods, and formats. The programme is structured over a period of ten months and includes two residential modules: January and July.

The first residential module is preceded by an intensive phase of web-interaction between programme participants and the programme director and staff with the objective of getting acquainted with all the other colleagues.

Discussion is guided by the programme director.

Between the first and the second residential module, web discussions go ahead together with the completion of the professional development programme supported by the programme director and faculty.

ITP is a truly international programme that exposes participants to a stimulating environment with the purpose of making them teaching innovators. Programme participants come from all around the world bringing with them different cultures, styles and business disciplines. Your institution will gain substantial benefits from having you in its faculty as an international, highly-talented teacher and researcher.

In January, 46 colleagues from all over world came to Milan for a full-time week following the three months of online interaction with the Bocconi project team.

The residential week was dedicated to discussion of the most advanced teaching tools and skills (from open discussions to case

studies, from active learning to teaching boring topics) and to some important tips (personal coaching, giving and receiving feedback with colleagues, ethics in business education) that are typical of high-performance business educators. What were participants’ impressions of the week?

What was your overall impression of the programme?

Carlos Ramirez from HEC (France): “In professional life you have very little time to sit back and reflect on your own experience and on how to improve things. The essential benefit of the ITP is that it gives you the opportunity to do that in both a stimulating and relaxed way”.

Susan Thorp from University of Technology in Sydney (Australia): “ITP for me stands for inspirational teaching training; terrific Milanese hospitality; professional colleagues of the highest quality. Thanks for your fine work and friendship”.

What about creating a strong network between colleagues?

Godfrey Craik from Sheffield Hallam University (UK): “It was a very positive experience both professionally and culturally, combined with the pleasure of sharing the experience of teaching and research with a diverse group of academics from across the globe”.

Jose Luis Rivas from Instituto de Empresa (Spain): “You learn from stars in their disciplines, learn from exchanging with colleagues and also learn from being for once in your students’ position. ITP is also a space where I can openly discuss questions with colleagues and a chance to make new friends”.

What was most valuable to you?

Dmytry Shtykhno from Plekhanov Russian

Academy of Management (Russia): “If I had to describe this experience in short, I would use two words: “value” and “dynamism”. Value stands for the topics covered and dynamism for the interaction between participants, instructors, coaches and administrators”.

Barbara Rovetta from SDA Bocconi School of Management (Italy): “International exposure, amazing class atmosphere, incredibly valuable take-homes: the ITP is both a very important step in my academic career and an incredible occasion to look at my job with new eyes”.

Faculty member Philippa Morrison – ITP Coach from London Business School (UK): “The diversity of participants made for an extremely rich learning environment. This was an exceptionally good group which was particularly well managed.”

ITP is also about having some good time together outside the classroom…

Jennifer Farrell from University of Limerick’s Kemmy Business School (Ireland): “I will never forget the amazing social events you worked hard to organise. I am very much looking forward to returning to Milan for the second module”.

Lauren Eder from Rider University (US): “It was clear that every day and every hour was planned with care - from the workshops to our evenings out”.

Well, expectations are very high but the second module (in July) promises to be a highquality continuation of the first.

ABOUT THE AUTHORS

Stefano Gatti is Director and Andrea Benocci co-ordinator of the International Teachers Programme at SDA Bocconi School of Management, Milan, Italy.

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Marilyn Durkin and Judith Kamm describe how a major review of an undergraduate business programme was successfully undertaken

H

igh-quality business education provides students with up-to-date knowledge and concepts about current and emerging business practice as well as opportunities to develop the skills required for success in an ever-changing workplace.

The best business schools expect faculty members to stay informed of the latest advances in their field, adopting fresh materials and techniques to keep their courses relevant. Such course-level innovation should be virtually continuous and automatic: necessary â&#x20AC;&#x201C; yes- but not sufficient.

Curriculum innovation enables business schools to distinguish themselves from their peers

Beyond these basic requirements and external stakeholder expectations lies a truly compelling reason for programme innovation. The global business education marketplace is becoming more and more competitive as schools seek out the best students, the best faculty, the best corporate relationships and the most funding support. Curriculum innovation enables business schools to distinguish themselves from their peers.

Programme innovation is strategic.

IMAGES COURTESY: BENTLEY COLLEGE

Periodically, those responsible for programme management need to ask themselves: â&#x20AC;&#x153;Are we teaching the right courses, in the right sequence, in the right ways? Even if we are, what else should we be doing?â&#x20AC;? We owe this to our students, to prospective employers of our students and to all our stakeholders.

How to make programme innovation work by Marilyn Durkin and Judith Kamm

59 EFMD Global Focus | Volume 02 | Issue 02 2008

70% Over 70% of LSM students have chosen Global Perspectives, Media Arts and Society, or Ethics and Social Responsibility – reflecting key interest areas in the current business environment A case in point Bentley College, in Waltham, Massachusetts in America, exemplifies strategic differentiation through programme innovation to set it apart from more than two dozen undergraduate business programmes in New England alone.

Unaffiliated with a larger university, its four-year Bachelor of Science business degrees consist of half business and half arts and sciences (A&S) courses. These are organised into a General Education A&S core, a General Business core, a discipline-based major (for example, finance, management, marketing) and several A&S and business electives.

Bentley’s philosophy is that the parts should interact and complement each other to form a whole, cohesive curriculum.

Over time “domains of distinction” have emerged from Bentley faculty’s teaching and research expertise and experience. These are: business and information technology; business ethics and social responsibility; global commerce and culture; and business and A&S. Two recent programme-level curriculum innovations reflect these domains: the Liberal Studies Major (LSM), introduced in autumn 2005, and the revised General Business Core, approved by the faculty in December 2007 for introduction in autumn 2009.

Liberal Studies Major Bentley has long been committed to producing “liberally educated” business students. Its A&S departments have developed curricula offering perspectives geared to business students while maintaining the content and rigour of individual disciplines.

Recognising the importance of an integrated curriculum, the LSM differs significantly from traditional liberal arts majors such as philosophy, history or political science that drill deep into their field. Rather, it offers breadth with coherence by enabling business students to explore a relevant theme, such as ethics and social responsibility, global perspectives or environmental sustainability.

The LSM is an optional second major that must be paired with a primary

business major such as management, accounting or finance. No additional courses are required – students choose courses that satisfy various existing requirements while also relating to their LSM theme. Reflecting key interest areas in the current business environment, over 70% of LSM students have chosen Global Perspectives, Media Arts and Society, or Ethics and Social Responsibility – the top three of nine possible themes.

Depending on the theme, students have varying degrees of freedom to design their course of study. However, what makes an individual’s collection of courses a major is the analytical thinking and cohesiveness necessary as he or she works within and across disciplinary lines. This cohesiveness is ensured by a strong mentoring system and an e-portfolio containing prescribed planning, reflection and culminating pieces that demonstrate the student’s growth and understanding of the unity of key concepts within the major.

The very process of putting together and explaining a unique course of study enhances analytical and communication skills. More importantly, as in their future business positions, students must make and communicate meaningful connections; Bentley does not do it for them.

The General Business Core The revised General Business (GB) Core responds to opportunities and challenges identified by a routine programme review in 2005-6. Beyond improving the existing Core with minor adjustments, the revised Core replaces and re-sequences courses, requiring more coverage of business ethics and corporate social responsibility as well as global commerce and culture. It re-thinks the way in which business information technology is taught to today’s technologically sophisticated students. It also provides more opportunities to acquire and practise skills that businesses prize highly: communication, business process improvement and project management.

Information technology is now such an integral part of conducting business globally that rather than covering it in a stand-alone course as the existing Core does, the accounting, finance and statistics courses cover business applications such as spreadsheets and data bases while the newly added business process and systems course covers how organisational strategies, structures and processes determine IT systems and vice versa.

IMAGES COURTESY: BENTLEY COLLEGE

60 www.efmd.org/globalfocus

Students develop business communication skills in multiple written and oral presentation assignments in a variety of courses throughout the four years of the Core. The expanded Integrated Business Project course enables student teams to develop project management skills as they analyse real firms’ potential to introduce new goods and/or services, introduce existing goods and/or services to new markets or develop other growth opportunities as well as to present a business proposal to the firm.

The Innovation Process Academic leadership has strongly supported these curriculum innovations. However, department chairs and full-time faculty interested in programme development researched, discussed and developed the final products.

Faculty commitment is essential for the success of any programme initiative. Accordingly, faculty were given multiple opportunities to react to drafts of the LSM and GB Core proposals, both before and after submission to the faculty governance system for formal approval.

At each phase much of the faculty feedback was incorporated into the proposals’ next drafts, thus reinforcing faculty belief that their input was valued and that the process was trustworthy

At each phase much of the faculty feedback was incorporated into the proposals’ next drafts, thus reinforcing faculty belief that their input was valued and that the process was trustworthy. Flexibility, persistence and maintaining momentum were critical in sending the message to the faculty that curriculum change and innovation were essential and inevitable.

Faculty willingness to trust in a process is critical for the success of broad-based curriculum change. To reduce the length of time needed for curriculum innovation, Bentley faculty were willing to approve the new GB Core without detailed syllabi for each course. Instead, “shell” syllabi were proposed for further development and final curriculum committee approval subsequent to approval of the overall programme design.

Shell syllabi lack specific readings, assignments and day by day coverage details but present comprehensive designers’ intentions for course learning objectives and content. Because the GB Core spans the entire four-year programme, some courses will not be run for the first time for several years; the flexibility afforded by the shell concept ensures appropriate content and pedagogy as each course rolls out.

Post script: the Iterative Cycle Continuous re-evaluation, feedback and adjustment must be the norm. Student and employer focus groups, interviews with prospective students and their parents, feedback from mentors and students, and e-portfolio analysis have all played a part in the continuous improvement of the LSM programme; similar efforts will be undertaken on implementation of the new GB Core. As with strategic planning, the curriculum innovation process is never complete.

ABOUT THE AUTHORS

Marilyn Durkin, is Associate Dean of Arts & Sciences, and Judith Kamm, Associate Dean of Business, at Bentley College.

61 EFMD Global Focus | Volume 02 | Issue 02 2008

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62 www.efmd.org/globalfocus

In the best tradition of entrepreneurial action, the vision of the EFMD Entrepreneurship Network has been redesigned to meet the changing needs of its customers

New vision for EFMD Entrepreneurship Network Thomas M Cooney describes how response to memberâ&#x20AC;&#x2122;s needs is making the Entrepreneurship Network an even more useful resource

New vision for the EFMD Entrepreneurship Network by Thomas M Cooney

F

or many years EFMD has sought to cater to its members in a timely and professional fashion by providing relevant information and resources that are highly relevant. Recently, based on feedback from members, it was decided to review the type of activities offered through the entrepreneurship network. This review has resulted in a new vision for the network.

63 EFMD Global Focus | Volume 02 | Issue 02 2008

available sources.

Last November the book European Cases in Entrepreneurship was published based on the best cases from the EFMD and the European Council for Small Business and Entrepreneurship (ECSB) case study competitions. A copy of this book is available to EFMD Members free from Ms Houbrechts (griet. houbrechts@efmd.org) while stocks last. Copies of the cases and accompanying teaching notes are also available from the Members Area of the EFMD website.

The earliest sign of this has been the introduction of a new email quarterly newsletter that offers up-to-date news on Throughout the year, EFMD will be organising Advisory what is happening in the world of entrepreneurship academia. Services Seminars on entrepreneurship. The first of these seminars (“How to Develop Entrepreneurs? Fostering But there have also been a number of more substantive changes to the Special Interest Group, the most obvious being Innovation and Entrepreneurial Attitudes”) was recently held in Brussels and focused primarily on the development of the return to the title “EFMD Entrepreneurship Network” entrepreneurs and entrepreneurship education. The seminar as it was felt that this name synchronised better with other was moderated by Rickie Moore from EM Lyon and speakers special interest groups within EFMD. included Patricia Costello from Babson College and Antti There have also been a number of changes to the Steering Paasio from Turku School of Economics.

Committee with Aard Groen and David Watkins providing EFMD has also been involved in conducting a short survey continuity and Thomas Cooney, Mateja Drnovsek, Allan Fayolle, Paola Mastrantonio and Roger Mumby-Croft joining on Entrepreneurship Education, the results of which were presented at the seminar and are also available through the them. The EFMD Entrepreneurship Network is led by Griet website.

Houbrechts and is also supported within EFMD by Virginie Heredia-Rosa.

In the best tradition of entrepreneurial action, the vision of Since the first seminar in 1970, the EFMD Entrepreneurship Conference has become a major European forum for the exchange of ideas related to entrepreneurship, innovation and small business.

Attracting a mix of business owners, policy-makers, academics, support agencies, trainers and consultants, the EFMD Entrepreneurship Conference (previously called ESBS and EISB) provides an opportunity for researchers and practitioners to present and debate their views, research, findings and experiences.

Traditionally the conference was held in September but, again responding to feedback from its members, the Steering Committee has decided to move it to February, which is a less congested period in the academic calendar. The next conference will be held in Barcelona in February 2009 and it will be hosted by the EAE - Escuela de Administración de Empresas.

For the past 30 years, EFMD has been organising a yearly case-writing competition with the aim of encouraging the development of case material involving European companies and institutions as well as material dealing with topics concerning other geographical areas such as the Asia and Africa, which are generally underrepresented among the

the EFMD Entrepreneurship Network has been redesigned to meet the changing needs of its customers (the members of EFMD). Based upon feedback it has focused its energies on providing a core set of activities annually that will be highly relevant to those who belong to the network. These activities will be reinforced by the provision of current information and useful links.

The vision for the network is that it will become a hub for information that is actively utilised by its members as a positive resource in their work.

While the Steering Committee is happy to build such a hub and to disseminate the information, it needs your support in the provision of information that is valuable to network members. Don’t just read about it, be part of making it an exciting resource for everyone.

ABOUT THE AUTHORS

Dr Thomas M Cooney is Director of the Institute for Minority Entrepreneurship in Ireland More information on the EFMD Entrepreneurship network is available via www.efmd.org or by contacting - virginie.heredia-rosa@efmd.org

64 www.efmd.org/globalfocus

EFMD 2008 | www.efmd.org/conferences & learning groups

Upcoming events June 2008

September 2008

EVENT

EVENT

EVENT

EFMD Annual Conference

EFMD Advisory Services Seminar

DATES / VENUE

DATES / VENUE

EFMD Undergraduate Management Education Conference

8-10 June / Oslo, Norway

16 September/EFMD Premises, Brussels

DATES / VENUE

THEME

THEME

17-19 September / Babson Park, MA, USA

Does Management Education really matter?

THEME

HOST

Recruiting and Retaining Excellent Faculty in your Business School

BI Norwegian School of Management

HOST

Developing Entrepreneurs through Undergraduate Management Education

EFMD

HOST

Babson College

October 2008 EVENT

EVENT

EVENT

Sharing Best Practice: CLIP Workshop VI

EFMD Advisory Services Seminar

EFMD Advisory Services Seminar

DATES / VENUE

DATES / VENUE

DATES / VENUE

26 September / Frankfurt, Germany

2 October/EFMD Premises, Brussels

10 October / EFMD Premises, Brussels

THEME

THEME

THEME

Designing a Global Learning and Development Platform

Building and Managing the Alumni Network HOST

Implementing a Coaching Strategy in a Company

HOST

EFMD

HOST

Deutsche Bank

EFMD

November 2008 EVENT

EVENT

EVENT

EFMD Executive Education Meeting

EFMD Advisory Services Seminar

DATES / VENUE

Shanghai Management Development Week - CEIBS - EFMD conference

12-14 October / Lisbon, Portugal

DATES / VENUE

14 November/EFMD Premises, Brussels

THEME

5-6 November / Shanghai, China

THEME

Executive Education in a changing world – Lagging or Leading?

THEME

Chinese Companies Going Global – Managerial Challenges & Aspirations

Curriculum Development for Business Schools – Incorporation of a New Demand: Public Affairs

HOST

HOST

CEIBS

EFMD

HOST

Universidade Católica Portuguesa, Faculdade de Ciências Económicas e Empresariais

DATES / VENUE

December 2008 EVENT

EVENT

December 2008

EFMD/ AACSB Global Collaboration Conference

EFMD Advisory Services Seminar

EVENT

DATES / VENUE

EFMD Advisory Services Seminar

DATES / VENUE

20 November/EFMD Premises, Brussels

DATES / VENUE

16-18 November / Barcelona, Spain

THEME

16September / EFMD Premises, Brussels

THEME

THEME

Global Collaborations

Attracting Quality International Students in Programmes

HOST

HOST

Emerging Technologies for Management Development

IESE

EFMD

HOST

EFMD

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